GhildIip 

IN 

MISSION  LANDS 

Diffendorfer 


927 


BV  2240  .D53  1904   c.2 
Diffendorfer,  Ralph  E.  1879- 

1951.  .    ,   , 

Child  life  in  mission  lands 


Ready  fob  School. 


The  Forward  Mission  Study 

Edited  by  AMOS  R.  WELLS  and  S.  EARL  TAYLOR 

Editorial  Committee  of  the  Young  People's  Missionary 
Movement 


Child  Life  in  Mission  Lands 


EDITED  BY 


RALPH  E.  DIFFENDORFEK 


"  And  a  little  child  shall  lead  them 


* 


THE  METHODIST  BOOK  CONCERN 
NEW  YORK        CINCINNATI 


Copyright,  1904,  by 
Amos  R.  Wells  and  S.  Earl  Taylor 


First  edition  printed  February,  1904 

Reprinted  March,  1904;  March,  1905;  March,  1908;  June,  1909; 

March,  1911;  April,  1915;  March,  1916 

April,  1919 


PREFACE. 

It  is  the  purpose  of  this  text-book  to 
present  bright,  up-to-date  pictures  of  the 
child-life  of  mission  lands.  No  special 
claim  of  originality  is  made.  The  stories 
of  the  children  were  furnished  us  by  mis- 
sionaries who  knew  the  children  personally, 
and  who  have  lived  with  them,  have  seen 
their  daily  life,  and  taught  them,  or  are 
now  doing  so.  To  our  knowledge,  every 
child  represented  in  the  book  is  a  real,  live 
child. 

No  effort  has  been  made  to  cover  all  the 
mission  fields.  That  would  not  be  advis- 
able for  a  single  year's  study.  It  is  an  in- 
troductory book,  to  further  detailed  study 
of  this  most  interesting  phase  of  mission- 
ary effort.  We  have  tried  to  choose  repre- 
sentative children,  such  as  will  typify  the 
5 


6  Preface. 

various  phases  of  missionary  work  among 
the  children.  The  extent,  variety  of  life, 
and  problems  justify  our  taking  two  chap- 
ters each  for  the  great  mission  fields,  India 
and  China. 

The  book  is  intensely  practical.  Chil- 
dren are  fond  of  things  full  of  life  and 
movement.     It  outlines  things  to  he  clone. 

At  the  same  time,  the  study  is  devo- 
tional. While  there  are  presented  many 
mechanical  devices,  it  is  hoped  that  the 
stories  and  lessons  will  arouse  a  keen  sym- 
pathy in  the  heart  of  the  youth  of  the 
Church,  and  will  excite  a  greater  interest 
in  the  work  of  bringing  the  world  to  Christ. 

We  acknowledge  in  the  following  list  the 
persons  who  have  furnished  us  the  material 
for  the  stories : 

Ah-San,  A  Chinese  Boy.  Emma  Iween 
Upcraftt  Yachow,  West  China. 

Si  Yong's  Troubles.  Thos.  W.  Houston, 
Nanking,  China. 


Preface.  7 

Paz,  A  Mexican  Drunkard's  Daughter. 
Ira  C.  Cartwright,  Leon,  Guanajuato, 
Mexico. 

Pabanyana  and  the  Great  Great.  E.  H. 
Eichards,  Inhambane,  Africa. 

A  Fragment  of  Life  and  Death.  Mar- 
garet C.  Davis,  Woodstock,  Landour,  India. 

Daud  and  Nadir.  Lois  Matilda  Buck, 
Meerut,  India. 

Tatters  and  Fritz.  Felicia  Buttz  Clark, 
Rome,  Italy. 

Pai  Chai  Hakdang.  Mrs.  Henry  Appen- 
^eller,  Seoul,  Korea. 

Yo  Hachi.  Mrs.  Julius  Soper,  Aoyama, 
Tokio,  Japan. 

The  statistics  for  the  greater  part  are 
taken  from  the  "  Geography  and  Atlas  of 
Protestant  Missions,"  by  Harlan  P.  Beach. 
RALPH  E.  DIFFENDORFER. 

Chicago,  III.,  September  1,  1903. 


INTRODUCTORY  SUGGESTIONS. 

Mission  Study  in  Junior  Young  Peo- 
ple's Societies  is  urgently  needed,  and  is 
possible.  It  can  be  made  attractive,  inter- 
esting, and  productive  of  far-reaching  re- 
sults. The  Junior  Society  is  a  field  practi- 
cally uncultivated  so  far  as  systematic  mis- 
sion study  is  concerned. 

This  book  is  designed  for  a  text-book  for 
both  individual  and  class  use,  and  for  the 
monthly  missionary  meeting.  Each  mem- 
ber of  the  class  should  have  his  own  text- 
book, and  do  the  work  assigned  from  time 
to  time.  The  children  should  be  trained 
in  the  preparation  of  lessons  in  Bible  and 
Mission  Study  at  home,  just  as  they  are 
accustomed  to  prepare  their  day-school 
lessons. 

THE  STUDY  CLASS. 

How  to  Organize.  The  class  should  be 
organized  as  early  in  the  year  as  possible. 
But,  how  shall  it  be  done  ?  "  How  can  we 
arouse    the    interest?"     That  is    the    first 

8 


10  Introductory  Suggestions. 

question  asked  by  the  superintendent  or 
leader.  Let  the  superintendent  or  leader, 
first  of  all,  get  a  real  live  interest  in  the 
work.  Prepare,  study  the  local  conditions, 
consult  parents  and  pastor,  and  pray  over 
difficulties, — do  these  before  attempting  to 
appear  before  the  children.  The  following 
will  then  be  suggestive: 

1.  Set  aside  some  regular  devotional 
meeting  of  the  Society.  Announce  it  sev- 
eral weeks  beforehand.  Ask  your  pastor 
and  the  president  of  the  Young  People's 
Society  to  help  you.  The  head  of  the 
misssonary  department,  or  members  of  the 
Woman's  Missionary  Society,  should  be 
called  on.  Press  upon  them  the  impor- 
tance of  this  new  work. 

2.  Get  several  copies  of  the  text-book, 
and  become  thoroughly  familiar  with  the 
stories.  Give  a  copy  of  the  book  to  some 
child  to  show  to  the  other  children.  Show 
and  explain  the  book  to  the  pastor. 

3.  In  the  meeting,  tell  the  character  of 
the  stories.  Pronounce  the  names  of  the 
boys  and  girls  represented  in  the  book. 
Make  much  of  the  fact  that  they  are  alive. 


Introductory  Suggestions.  1 1 

Throw  open  the  meeting  for  any  questions, 
and  be  quite  informal. 

4.  Explain  the  class  work,  what  is  ex- 
pected of  each  member,  use  of  the  refer- 
ence books,  and  the  attractiveness  of  the 
class-meeting. 

5.  Having  previously  determined  the 
time  and  place  of  meeting,  announce  it. 
Also  introduce  the  leader  of  the  class. 

6.  Finally,  take  the  class  enrollment. 
Those  who  join  the  class  should  promise  to 
do  the  following  things: 

a.  To  be  present  at  every  session  pos- 
sible. 

b.  To  do  the  work  assigned. 

c.  To  secure  a  copy  of  the  text-book. 
(Two  or  more  of  the  same  family  may 
use  the  same  book.) 

d.  To  interest  other  members  of  the 
Society. 

Have  these  agreements  written  in  the  Sec- 
retary's book,  or  on  a  separate  paper.  Ask 
the  children  to  sign  their  names,  and  thus 
become  members  of  the  class. 

7.  Announce  the  first  meeting,  order 
the  text-books,  and  begin  work  at  once. 


12  Introductory  Suggestions. 

Time  and  Place  of  Meeting.  By  all 
means,  have  them  regular.  The  church 
parlor  is  always  preferable  to  a  home.  Some 
leaders  may  find  a  home  suitable  for  a  class- 
meeting,  and  combine  the  class-meeting 
with  a  missionary  sociable.  In  general, 
though,  it  should  be  understood  that  the 
meeting  is  for  study.  Many  ivill  find  it 
quite  profitable  to  combine  the  class-meet- 
ing and  the  regular  monthly  missionary 
meeting.  For  suggestions  concerning  the 
use  of  the  text-book  in  missionary  meet- 
ings, see  close  of  each  chapter. 

How  to  Use  the  Text-Book.  The  book 
contains  nine  stories.  These  should  be 
carefully  read  before  the  class-meeting. 
No  "  morals  "  are  drawn  in  so  many  words. 
The  missionary  truths  are  hidden  in  the 
story.  In  this  the  leader  will  show  his  in- 
genuity. Let  the  children  find,  of  their 
accord,  the  missionary  principles  embodied 
therein. 

The  various  paragraphs  of  the  stories 
may  be  assigned  to  different  members,  and 
read  aloud  in  the  presence  of  the  class. 

The  "  Questions  for  the  Lesson  "  are  not 


Introductory  Suggestions.  13 

simply  a  list  for  the  leader  to  ask  in  teach- 
ing the  lesson.  They  are  intended  for  the 
pupil  in  preparing  the  lesson.  Many  of 
the  truths  to  be  drawn  from  the  stories  are 
made  known  in  the  questions.  Written 
answers  will  furnish  a  diversion.  The  short, 
pithy  statements  concerning  the  various 
countries  should  be  a  chief  feature  of  the 
class  hour.  They  should  be  learned  by 
members  of  the  class,  and  the  recitation 
may  be  in  the  same  manner  as  any  class 
recitation  in  history  or  geography  in  a  day- 
school.  The  alert  leader  will  add  many 
other  statements  to  the  list.  The  current 
magazines  and  newspapers  contain  many 
facts  of  this  nature,  which,  joresented  in 
this  manner  and  at  the  close  of  the  recita- 
tion on  the  stories,  can  not  fail  to  provoke 
thought  in  youthful  minds. 

The  "  Search  Questions  and  Themes  "  are 
for  the  use  of  the  leader  in  assigning  top- 
ics to  the  various  members  of  "the  class. 
This  work  should  be  given  out  two  or  three 
weeks  in  advance  of  the  class  hour.  A 
good  list  of  books  is  given  on  page  170,  to 
which  reference  should  be  made  frequently. 


14  Introductory  Suggestions. 

One  of  the  first  things  for  the  leader  to  do 
will  be  to  secure  all  possible  reference 
books.  Pastors,  missionary  workers,  and 
friends  should  be  asked  to  loan  their  mis- 
sionary books  for  the  benefit  of  the  class. 
Every  Young  People's  Society  or  Sunday- 
school  has  a  missionary  library.  The  leader 
should  beforehand  prepare  a  list  of  all 
books  available  to  the  class,  and,  when  the 
assignment  is  made,  should  be  able  to  give 
specific  directions  for  use  of  the  reference 
books  and  the  supplementary  reading. 

The  suggestions  for  class  use  and  the  mis- 
sionary meeting  furnishes  a  suggestive  list 
of  many  accessories  to  the  class  work.  (See 
page  9.)  On  page  1G5  will  be  found  some 
very  helpful  suggestions  for  map  and  chart 
work.  Many  other  things  will  suggest 
themselves  to  the  leader,  which  will  make 
the  class  hour  interesting  and  helpful. 

General  Hints.  The  stories  are  in- 
tended to  be  the  foundation  only  of  the 
class  work.  The  real  benefit  will  come 
from  the  special  assignments  and  reference 
readings. 

The  class  should  have  a  secretary,  either 


Introductory  Suggestions.  15 

elected  by  the  members,  or  appointed  by 
the  leader.  This  secretary  should  keep  a 
careful  record  of  the  work  done,  and  of  the 
attendance,  reporting  same  at  each  meeting. 

At  the  close  of  the  course  hold  an  exam- 
ination. This  may  develop  into  a  spirited 
contest.  A  public  meeting  of  the  class  will 
arouse  much  interest  among  the  invited 
parents  and  friends. 

The  class  should  become  a  praying  class. 
The  leader  should  speak  of  the  need  of 
prayer,  its  relation  to  missions  (see  Prayer 
and  Missions,  by  Robert  E.  Speer,  price  5 
cents  o) 


CONTENTS. 


PAGE 

A.h-San,  A  Chinese  Boy,  21 

Si  Yong's  Troubles,          -  37 

Paz,  a  Mexican  Drunkard's  Daughter,     -  52 

Pabanyana  and  the  Great  Great,          -  65 

A  Fragment  of  Life  and  Death,  80 

Daud  and  Nadir,       -  97 

Tatters  and  Fritz,       -        -        -        -        -  117 

Pai  Chai  Hakdang,                    -    -    -  132 

Yo  Hachi, 149 

Map  Drawing  and  Blackboard  Work,  -  165 

The  Monthly  Missionary  Meeting,    -        -  168 

Books  for  Reference  and  Supplementary 

Reading,      ------  170 

Missionary  Boards  of  America,          -        -  178 


17 


LIST  OF  ILLUSTRATIONS. 


PAGE 

Ready  for  School,        -----  1 

The  Sunday-school,          -  29 

A  Chinese  Student,      -----  40 

A  Christian  Boy,      -----  42 

The  Girl's  School, 43 

"Paz," 54 

The  Dispensary, 55 

An  Indian  Girl,         -----  60 
Not  always  "  Bright,  Happy,  and  Laugh- 
ing,"           66 

The  House, 67 

"AtHome," 71 

Fresh  from  the  Kraals,           -  74 

A  Girls'  School,  ------  83 

A  Little  Nurse, 87 

A  Christian  Mother  and  her  Baby,           -  89 

In  Their  Younger  Days,          -  103 

The  Boys'  School,        -----  ill 

"  Strapped  to  the  Back,"        _        -        -  133 
19 


20  List  of  Illustrations. 

Summer  Straw  Hats,     -----  136 

"With  Their  Legs  Curled  under  Them,"  137 

Girls'  School  at  Peng  Yang,  -        -  143 

The  East  and  the  West,     -  149 

A  "  Paradise  op  Babies,"        -  150 

"  He  wanted  Fun  and  He  got  it,"      -        -  153 

"  Worked  Hard  every  Day,"  -        -  157 


AH-SAN,  A  CHINESE  BOY. 

AS  A  BABY. 

The  birth  of  a  boy  is  a  great  event  in 
China.  Relatives  and  friends  come  to  offer 
congratulations  and  bring  presents ;  so  when 
Ah-San  (No.  3)  first  blinked  and 
winked  his  little  shiny  black 
eyes,  everybody  said  that 
his  father  and  mother  were 
lncky  and  had  received  a 
great  blessing.  Now  they 
had  three  sons  to  earn 
money  and  support  them 
in  their  old  age,  and,  most 
important  of  all,  they  would  have  sons  to 
worship  at  their  graves,  and  thus  insure 
their  happiness  after  death.  When  baby 
Ah-San  was  dressed  in  a  yellow  wadded 
coat,  closely  wrapped  about  his  body,  and 
his  little  black  head  was  covered  with  a 
pretty  scarlet  cap,  with  a  hole  in  the  top 
and  a  row  of  silver  ornaments  across  the 
front,  he  was  proudly  shown  to  all  visitors. 
21 


22       Child  Life  in  Mission  Lands. 

The  names  of  those  who  brought  gifts 
were  carefully  noted,  and  when  Ah-San  was 
one  month  old  these  people  were  invited  to 
a  feast  given  in  his  honor.  His  little  hairy 
head  was  shaven  clean,  and  one  of  the  many 
new  caps  which  had  been  presented  to  him 
was  put  on,  and  the  proud  nurse  carried 
him  on  her  back  all  around  the  house  and 
courts,  while  the  friends  enjoyed  the  good 
things  of  the  feast. 

AT  SCHOOL. 

Ah-San  lived,  ate,  and  dressed  as  Chinese 
boys  do,  until  he  was  nearly  six  years  old, 
and  then  he  was  sent  to  school,  or,  as  the 
Chinese  say,  "entered  the  Dragon  Gate." 
He  had  a  new  suit  of  clothes  for  the  occa- 
sion, a  new  cap  topped  with  a  bright  red 
button,  and  his  long  black  queue  was  neatly 
braided  and  hanging  down  his  back.  His 
new  book  was  neatly  wrapped  in  a  kerchief. 
As  he  stepped  into  the  schoolroom,  he  was 
led  to  a  tablet  of  wood  up  near  the  teacher's 
desk.  On  this  slab  of  wood  was  written  the 
name  of  Confucius,  China's  great  teacher 
and  the  founder  of  their  religion.    He  knelt 


Ah-San,  a  Chinese  Boy.  23 

before  it,  knocked  his  head  on  the  floor  in 
reverence  and  worship,  and  then  made  a 
bow  to  the  teacher. 

It  was  a  great  day  for  him.  Nearly  every 
Chinese  boy,  except  the  very  poor,  expects 
to  go  to  school  and  become  a  famous  scholar, 
and  holies  some  time  to  be  a  government 
official.  Up  to  this  time,  Ah-San  had  only 
his  baby  name,  or  ' '  milk  name. "  The  school 
name  which  was  selected  for  him  by  his 
teacher  was  Min-teh,  which  means  "bright 
virtue."  His  family  name  was  Wang,  so 
his  full  name  was  Wang  Min-teh — the  sur- 
name preceding  the  given  name. 

He  unwrapped  his  "  Three-letter  Classic," 
and  stepped  up  to  the  teacher's  desk,  who 
read  him  a  line  or  two  until  he  could  re- 
peat it.  Then  he  went  to  his  seat  and 
studied  out  loud,  every  other  boy  doing  the 
same.  After  an  hour  or  two  the  teacher 
called  him  up  to  recite.  He  took  his  book 
with  both  hands,  laid  it  on  the  teacher's 
desk,  and,  turning  his  back,  recited  his 
lesson.  This  is  called  "backing  the  book." 
He  also  learned  to  write,  not  with  a  pen  or 


24       Child  Life  in  Mission  Lands. 

pencil,  but  with  a  fine  hairbrush  dipped  in 
India  ink.  He  would  then  print  the  queer 
Chinese  words  on  a  slab  of  stone. 

School  hours  began  before  breakfast,  and 
continued  till  dark,  with  intervals  for  two 
meals.  Ah-San  studied  and  learned  to  re- 
peat from  memory  a  great  many  books 
writen  by  Confucius  and  Mencius,  as  well 
as  poetry  and  history.  He  had  also  to  learn 
how  to  write  poetry  and  essays. 

His  father  was  very  proud  of  his  little 
son,  and  had  high  hopes  of  his  successfully 
passing  the  examination,  when  he  would 
receive  literary  degrees.  He  would  then 
not  only  be  honored  by  his  own  family,  but 
by  the  whole  town. 

AT  PLAY. 

A  schoolboy's  life  in  China  is  not  all 
work.  Ah-San  managed  to  get  some  time 
for  play,  though  his  sports  were  not  so  vio- 
lent as  those  American  boys  play.  Shuttle- 
cock was  a  great  favorite.  It  is  used  with- 
out the  battledore  and  is  kicked  up  and 
caught  on  the  side  of  the  heel.  Kite-flying 
is  a  spring  amusement.      Chinese  kites  are 


Ah-San,  a  Chinese  Boy.  25 

made  to  resemble  birds,  butterflies,  and 
centipedes.  Even  grown  men  amuse  them- 
selves flying  kites,  and  are  not  ashamed  of 
it,  either.  Some  boys  are  very  fond  of 
games  of  cards,  by  which  they  gamble. 

AS  A  SON. 

The  most  important  thing  for  Ah-San  to 
learn — so  his  parents  thought — was  to  be  a 
filial  son.  To  be  filial  was  not  only  to  love 
and  obey  his  parents,  but  to  actually  wor- 
ship his  dead  ancestors.  He  was  early 
taught  to  reverence  his  father  and  mother, 
and  to  bow  and  worship  before  the  ances- 
tral tablets  at  home,  or  in  the  ancestral 
temple,  and  to  make  offerings  at  the 
graves.  As  his  father  was  a  merchant  he 
learned  also  to  worship  the  god  of  Wealth. 
In  their  home,  on  a  high  shelf  at  the  upper 
end  of  the  reception-room,  was  a  tall  tablet, 
with  fine  characters  in  gilt  written  on  it, 
''Heaven,"  "Emperor,"  "Ancestors," 
"  Scholars."  He  was  taught  to  regard 
Heaven  and  Earth  as  the  great  father  and 
mother  of  all  people.  Xo  word  was  said 
about  the  one  true  God,  who  was  above  all. 


26        Child  Life  in  Mission  Lands. 

In  all  this  worship  he  was  taught  to  offer 
incense,  burn  candles,  paper  money,  and 
clothing.  He  learned  to  do  one  thing, 
which,  although  very  small,  always  seemed 
very  proper, — every  day,  when  he  came 
from  school,  he  made  his  parents  a  bow. 

As  a  son  he  was  taught  to  take  good  care 
of  his  body,  never  in  any  way  to  harm  it  or 
lose  a  limb,  so  that  when  the  time  came  to 
die,  his  body  might  be  as  perfect  as  when 
he  was  born.  In  this  he  would  be  an  honor 
to  his  ancestors. 

It  was  Ah-San's  highest  ambition  to  be  a 
filial  son.  He  had  heard  and  read  about 
the  twenty-four  sons  who  were  called  the 
"  Twenty-four  Filials,"  and  their  filial  deeds 
had  great  influence  upon  him.  One  of  these 
remarkable  boys  was  the  only  son  of  some 
very  poor  people.  They  did  not  have  at 
hand  any  mosquito-netting,  and,  of  course, 
were  much  worried  by  the  mosquitoes.  The 
little  boy  thought  of  an  unselfish  plan  to 
help  his  father  and  mother.  As  soon  as  it 
got  dark,  he  went  to  bed  and  let  the  mos- 
quitoes bite  him.  He  hoped  that  thus  the 
mosquitoes  would  be  satisfied  with  his  blood 


Ah-San,  a  Chinese  Boy.  27 

and  let  his  father  and  mother  sleep  in 
peace.  By  doing  such  things  he  became 
one  of  the  "Twenty-four  Filials." 

AT  A  FUNERAL. 

Ah-San's  boy  life  went  on  much  the  same 
way  until  he  was  thirteen  years  old.  About 
this  time  something  happened  which  he 
could  not  forget.  He  awoke  one  dark 
day  to  find  that  his  mother  had  left  him 
forever — the  mother  who  all  his  life  had  so 
faithfully  cared  for  the  boy  who  was  her 
pride.  She  had  not  been  ill,  but  there  she 
lay,  cold  in  death.  It  was  the  old  story  of 
a  pent-up  life,  narrowed  down  to  daily 
drudgery,  with  no  light  and  no  hope.  An 
evil  spirit  had  tempted  her  to  end  it  all  by 
the  opium  way;  a  little  raw  opium  was 
taken,  and  the  mother's  life  slept  itself 
away.  Ah-San  was  afraid.  He  had  heard 
about  the  demons,  and  many  a  time  had  he 
kept  up  his  courage  by  singing  a  tune  to 
scare  them  away  when  he  had  to  go  out  into 
some  dark  alley.  He  was  more  afraid  than 
ever. 

The  Buddhist  priests  came  to  chant 
prayers  and  say  mass  for  his  mother's  soul. 


28       Child  Life  in  Mission  Lands. 

Offerings  of  food,  paper  money,  and  cloth- 
ing were  made  to  her  spirit.  The  funeral 
procession  filed  out  of  the  North  Gate  of 
the  city  to  the  family  burial  ground  on  the 
hillside.  Fire-crackers  were  set  off  to  clear 
the  way  of  evil  spirits.  Eelatives,  dressed 
in  sackcloth  and  rending  the  air  with  de- 
spairing wails,  followed  the  coffin  to  the 
grave,  and  poor,  lonely  Ah-San  went  back 
to  the  empty  house. 

AS  A  CHRISTIAN. 

Not  very  long  after  his  great  sorrow  an 
unusual  event  happened.  It  sent  the  whole 
town  astir.  Some  "Ocean-men,"  those 
strange  creatures  from  over  the  sea,  had 
come.  They  arrived  on  a  bamboo  raft,  and 
had  taken  rooms  in  an  inn.  They  wore 
Chinese  clothes,  but  their  noses  were  long 
and  high,  their  eyes  blue,  and  their  hair 
was  not  black,  and,  strange  to  say,  they 
could  speak  Chinese!  Ah-San  was  full  of 
curiosity  (who  would  n't  be?),  and  in  com- 
pany with  other  boys  ventured  into  the 
courtyard  of  the  inn  to  get  a  look  at  these 
barbarians.  Before  the  boys  left  they  had 
in  their  hands  some  bright  picture  cards 


Ah-San,  a  Chinese  Boy.  31 

with  Chinese  words  written  on  the  hack. 
"  There  is  one  God,  and  one  Mediator  be- 
tween God  and  men,  the  man  Christ  Jesus." 
Ah-San  could  read  the  words,  hut  had  no 
idea  what  they  meant.  This  was  the  be- 
ginning of  a  long  story.  All  his  books  and 
religion  had  never  taught  him  anything 
about  God  and  his  love  and  his  own  relation 
to  that  God.  He  knew  all  about  reverenc- 
ing his  parents,  but  nothing  about  worship- 
ing the  God  who  made  the  sun  to  shine  and 
the  rain  to  fall.  He  had  known  many 
gods,  but  now  these  teachers  said  there  was 
only  one  true  God ;  all  the  others  were  only 
men  and  false  gods.  He  was  interested. 
He  came  to  the  Sunday-school,  to  the  day- 
school,  and  to  the  preaching  services.  Lit- 
tle by  little  he  saw  the  truth,  and  came 
into  the  Light.  His  fear  of  the  demons 
left  him  when  he  learned  to  trust  in  Jesus. 
So  also  did  he  lose  his  fear  of  death  when 
he  knew  Jesus  could  save  him  and  take 
away  his  sins.  After  a  time  he  counted 
himself  to  be  a  "Jesus  disciple/'  Then 
later  came  the  Boxer  Uprising,  when  the 
people  were  full  of  terror,  and  many  native 


32       Child  Life  in  Mission  Lands. 

Christians  became  martyrs  to  the  cause  of 
Christ.  But  Ah-San  was  spared.  He  is 
now  one  of  the  right-hand  helpers  in  far 
interior  China,  doing  what  he  can  to  tell 
the  Gospel  to  others,  who,  like  him,  neve?" 
knew  it  until  the  "Ocean-men"  came  to 
them. 

THE  CHINESE  EMPIRE. 

"  The  Great  Pure  Kingdom,"  "  The  Land 
of  the  East,"  "The  Heavenly  Dynasty," 
"  The  Flowery  Kingdom." 

It  contains  4,218,401  square  miles  of 
territory. 

It  is  the  most  populous  country  in  the 
world.  There  are  nearly  400,000,000  people 
in  the  empire. 

It  includes  China  Proper,  Manchuria, 
Mongolia,  Tibet,  Jungaira,  and  East  Tur- 
kistan. 

China  Proper  is  one  and  one-half  times 
as  large  as  the  United  States  east  of  the 
Mississippi  Eiver. 

The  official  language  of  China  is  called 
the  Mandarin,  because  it  is  used  by  the 
mandarins  or  officials. 

The   Great   Plain   of  the  northeast  sun- 


Ah-San,  a  Chinese  Boy.  33 


ports  nearly  850  people  to  the  square  mile. 
Some  districts  have  as  high  as  from  2,000 
to  5,000  people  living  on  a  single  square 
mile  of  land. 

It  has  more  than  1,700  walled  cities;  288 
of  them  have  resident  Protestant  mission- 
aries. 

For  food,  rice  and  vegetables  are  the  star! 
of  life  in  the  southern  parts,  while  in  the 
north,  wheat  flour  or  millet  takes  the  place 
of  rice. 

The  most  important  minerals  are  iron 
and  coal.  All  the  cereals,  most  of  the 
common  vegetables,  many  fruits,  tea,  the 
opium  poppy,  and  the  mulberry-tree  are  the 
products  of  the  soil. 

The  government  is  such  that,  aside  from 
the  emperor  and  a  few  other  officials,  the 
positions  of  honor  are  open  to  any  man  in 
the  land,  if  he  has  the  ability. 

Many  Chinese  inventions — such  as  the 
compass,  paper,  printing,  gunpowder,  and 
porcelain — were  in  use  in  China  ages  be- 
fore they  were  reproduced  in  Europe  and 
America. 
3 


34       Child  Life  in  Mission  Lands. 

Questions  for  the  Lesson. 

1.  Why  is  the  birth  of  a  Chinese  boy  a 
great  blessing  ? 

2.  What  is  his  dress,  and  how  is  he  cared 
for? 

3.  Who  was  Confucius  ? 

4.  Why  is  the  first  day  of  school  an  im- 
portant day  ? 

5.  Describe  the  school-life  of  the  Chinese 
boy. 

6.  What  are  the  play  games  ?  Describe 
shuttlecock.     (See  encyclopedia.) 

7.  Describe  the  worship  of  ancestors. 

8.  How  did  Ah-San  lose  his  mother? 

9.  How  was  Ah-San  made  a  Christian  ? 

10.  What  is  the  meaning  of  each  of  the 
following?  Buddhist  priests,  "Ocean-men," 
"  Jesus  Disciple,"  Boxer  Uprising. 

Search  Questions  and  Themes. 

1.  How  opium  went  to  China. 

2.  Child  prisoners  in  the  Boxer  Uprising. 
Nos.  15,  16. 

3.  The  young  girl-wife.     No.  10. 

4.  The  Chinese  baby  in  the  nursery.  No. 
12. 


Ah-San,  a  Chinese  Boy.  35 


5.  Chinese  games.  Xos.  6,  12. 

6.  The  slave  girl.     No.  10. 

7.  Chinese     "Mother    Goose"    Rhymes. 
Xo.  12. 

8.  The  boys'  amusements.     Xo.  6. 

9.  A  famine  in  China. 

10.  What   can   the   Gospel  of  Christ  do 
for  China? 


Suggestions  for  Class  Use  and  the  Missionary- 
Meeting'. 

1.  Draw  an  outline  map  of  China.  Mark 
on  it  the  principal  rivers  and  towns.  By 
dotted  lines  indicate  the  boundary  of  China 
proper. 

2.  Make  a  collection  of  all  possible  pic- 
tures concerning  Chinese  child-life.  Mount 
these  on  a  large  cardboard.  Have  one  mem- 
ber of  the  class  describe  them.  Give  him  a 
week's  time  to  study  the  card. 

3.  Write  on  the  blackboard  the  names  of 
the  principal  mission  stations  of  your  de- 
nomination. Teach  the  pronunciation  of 
the  names.  Have  a  member,  in  the  presence 
of  the  class,  mark  the  mission  stations  with 
a  blue  pencil. 


36        Child  Life  in  Mission  Lands. 

4.  Get  some  joss-paper,  if  possible,  and 
explain  its  use  by  the  Chinese. 

5.  Be  able  to  tell  the  members  some  of  the 
harmful  teachings  and  practices  of  the  Chi- 
nese religion.  (See  any  standard  encyclo- 
pedia.) 

6.  Assign  to  the  smaller  members  some 
of  the  Chinese  rhymes,  such  as  are  found  in 
Book  No.  12. 

7.  Call  the  attention  of  the  class  to  the 
picture  of  Ah-San,  emphasize  the  fact  that 
most  of  the  other  boys  are  like  him  in  their 
way  of  living. 

8.  Hold  a  "quiz"  on  the  important  facts 
brought  out  in  the  lesson. 


SI  YOSTG'S  TROUBLES. 

Si  Yong  was  in  great  trouble.  If  you 
should  ask  him  why  his  heart  was  so  sore, 
he  would  tell  you  that  he  had  eaten  many 
bitternesses.  He  would  mean  that  he  had 
suffered  much.  He  would  say  that  the  sor- 
rows began  when  his  mother  was  attacked 
by  the  wicked  demon  that  raged  in  the  form 
we  call  cholera.  The  evil  one  wanted  her 
life  and  blasted  her  body.  That  was 
why  he  wore  a  white  cord  in  his  queue  and 
white  patches  on  his  ragged  shoes.  But  he 
did  not  fully  understand.  The  trouble 
began  years  before  that,  when  his  father, 
Bao,  began  to  "hit  the  great  pipe."  The 
father  had  been  a  skillful  weaver,  and  had 
supported  the  family  well.  The  big  loom  was 
in  their  own  house.  The  boy  had  delighted 
in  watching  the  throwing  of  the  shuttle 
back  and  forth  between  the  alternating 
threads  as  the  shining  silken  web  was  spun. 

But  the  hungry  demon  «of  the  opium  had 
37 


38        Child  Life  in  Mission  Lands. 

laid  hold  of  the  weaver.  It  palsied  his  hands. 
It  muddled  his  brain.  It  poisoned  his 
stomach.  It  dried  up  his  heart.  It  yel- 
lowed and  stretched  his  skin.  Its  fierce  crav- 
ing had  to  be  satisfied  with  more  opium, 
and  that  fed  a  still  fiercer  craving.  It  ate 
up  the  earner  and  the  earnings.  It  ate  up 
the  furniture.  It  ate  up  the  mother,  for 
she  had  to  do  double  work  to  get  rice, 
until  her  spirit  was  taken.  It  ate  up  self- 
respect  and  reputation  and  ambition.  It 
ate  up  honesty,  and  nothing  which  could  be 
pawned  to  buy  opium  was  safe  if  Bao  could 
get  it. 

The  children  were  nearly  always  hungry 
and  cold  as  the  winter  dragged  along  and 
New- Year's  Day  came  near.  Then  came  the 
worst  trouble  of  all.  Si  Yong's  wife  disap- 
peared. "Win"  is  what  he  called  her. 
He  meant  the  bright-faced  little  girl  who 
had  lived  with  them  ever  since  she  was  a 
baby.  Si  Yong's  mother  had  betrothed 
them  to  one  another  by  paying  fifteen 
strings  of  cash  and  two  roosters  to  the 
parents  of  the  baby  wife.  Now  he  was 
twelve  and  she  nine  years  old.     Ling  Dsi 


Si  Yong's  Troubles.  39 

was  gone,  and  lie  could  not  find  his  father 
to  tell  him  where  she  was.  He  searched  the 
neighborhood  and  scoured  the  streets  in 
vain.  Then  the  bitterness  laid  hold  on  his 
heart,  and  he  threw  himself  on  the  cold, 
coverless  couch,  and  sobbed  his  misery  to 
the  damp  bricks. 

The  next  day  was  to  be  the  New- Year. 
His  mother  had  always  provided  a  little 
feast  for  that  day.  It  was  to  him  what 
Christmas  is  in  Christian  homes.  She  would 
provide  some  sweet  "pleasure  balls,"  some 
hot  chicken,  and  some  salted  duck,  with 
nice  white  rice  and  some  rice  candy.  There 
would  be  red  and  yellow  paper  ornaments 
fastened  through  the  house  and  on  the  front 
doors ;  probably  a  wooden  whistle  for  him  to 
blow,  a  string  of  bells  for  Ling  Dsi's  ankles, 
new  shoes  which  the  mother  herself  had 
made,  and  a  pretty  red,  tiger-head  cap 
for  him  and  an  embroidered  headband  for 
the  little  wife.  But  this  time  there  would 
be  nothing.  Mother  and  Ling  Dsi  were 
gone,  and  father  in  the  opium  den,  and  he 
was  cold  and  hungry  and  alone. 

Then  Si  Yong  remembered  the  little  shrine 


40        Child  Life  in  Mission  Lands. 


over  the  cooking  place.  It  was  almost  the 
only  place  his  father  had  not  despoiled. 
The  kitchen  god  was  still  there,  with  dust 
and  cobwebs  about  it.  His  mother  had  al- 
ways worshiped 
there  on  the  last 
day  of  the  year, 
and  towards  mid- 
night she  would 
paste  paper  over 
the  niche,  that 
the  knowing  one 
might  be  relieved 
from  his  watch 
for  a  day,  and 
have  an  oppor- 
tunity to  c  e  1  e  - 
brate  with  his 
own  kind.  No 
one  had  lighted 
the  candles  since 
A  Chinese  Student.  the    mother    had 

gone.  The  father  kept  burning  the  fires 
before  the  god  of  the  pipe  only.  The  chil- 
dren had  forgotten  it.  Possibly  that  was 
the  cause  of  so  much  bitterness. 


Si  Yong's  Troubles.  41 

So  lie  lighted  the  stumps  of  red  candles 
he  found  sticking  there,  and  knelt  among 
the  ashes  of  the  unkept  floor.  He  then 
asked  the  family  demon  to  take  the  load  off 
his  heart  and  give  him  back  his  playmate. 
But  the  day  passed  with  no  tidings  from  the 
absent  ones.  The  long  night's  vigil  wore  on, 
and  no  one  came.  The  morning  light  found 
a  pitiful,  heart-broken  little  boy  lying  asleep 
by  the  tireless  oven.  His  feet  and  hands 
were  icy  and  his  head  was  hot  and  aching. 
The  candles  had  burnt  out,  and  the  image 
stared  at  nothing  with  sightless  eyes,  and 
heard  not  the  sighs  which  disturbed  the 
tear-stained  sleeper. 

He  was  roused  by  the  popping  of  fire- 
crackers in  the  street,  and  started  up.  He 
was  alone,  and  his  prayers  unanswered! 
Too  weary  to  cry,  he  went  out,  leaving  the 
deserted  house,  with  the  dumb  idol  presid- 
ing over  its  wretchedness.  As  he  went 
clown  the  street  a  kindly  voice  asked,  "What 
is  your  bitterness,  little  son?"  It  was  a  re- 
lief to  tell  some  one,  and  the  little  old  man 
with  the  gentle  voice  and  long  beard  soon 
heard  all  the  sorrows.     "  Ah,  this  is  exceed- 


42        Child  Life  in  Mission  Lands. 


ingly  sad.  We 
must  go  and  tell 
the  pastor- 
teacher."  So 
they  went  to  the 
"Jesus  Hall," 
where  they 
found  a  man  who 
had  a  kind  face 
and  wore  b  i  g 
roun  d  glasses, 
which  he  took 
off  to  wipe  his 
eyes  while  the 
boy  told  his 
griefs.  Then  he 
said  to  the  little 
old  man:  "I'll 
tell  you  how  I 
think  this  is. 
Yesterday  was 
pay-day  for  the 
year's  debts,  you 
know.  Probably  this  man  owed  many  ac- 
counts. Unless  lie  paid  them  he  could 
get   no   more    "black    rice."     He   had   no 


A  Christian  Boy. 


Si  Yong's  Troubles.  45 

money  and  nothing  he  could  pawn;  the 
black  demon  gnawed  at  his  stomach  and  he 
has  taken  this  boy's  wife  and  sold  her  to  pay 
his  debts  and  buy  more  poison." 

They  hunted  through  the  opium  dens, 
and  towards  evening  found  Bao  sleeping  off 
the  effects  of  his  debauch.  He  denied  the 
charge  sullenly  at  first ;  but  when  threatened 
with  arrest,  he  weakly  confessed,  and  after 
much  trouble  they  found  Ling  Dsi  hidden 
in  a  dark  room.  Her  owners  refused  to 
give  her  up  until  the  amount  they  paid  for 
her  had  been  refunded.  The  pastor-teacher 
said  to  the  little  old  man:  "Go  to  the 
Church  brethren.  Tell  them  that  Christ 
has  redeemed  them ;  they  must  redeem  this 
little  one.  We  waste  no  money  to-day 
worshiping  demons.  We  can  lay  up 
treasures  in  heaven  and  save  a  soul  from 
ruin.  Ask  the  missionary  teachers  and  the 
missionary  ladies.  They  will  help  you. 
The  new  year  will  begin  a  new  life  for  these 
little  ones.  I  will  stay  and  guard  them  till 
you  return." 

And  so  it  came  to  pass  that  Si  Yong  and 
Ling  Dsi  were  put  in  Christian  schools.     Si 


46        Child  Life  in  Mission  Lands. 

Yong  had  learned  some  characters  while 
his  father  was  ahle  to  pay  the  teacher's  fees, 
and  was  delighted  to  study  more.  Ling 
Dsi  had  not  been  taught,  as  she  was  not  a 
boy,  and  only  boys  were  worth  teaching. 
Boys  only  could  hope  to  pass  the  examina- 
tions, get  degrees,  be  officials,  and  wear  red 
or  blue  buttons  on  their  caps.  But  the 
missionary  teachers  washed  her  and  dressed 
her,  and,  after  she  learned  to  love  them, 
she  was  no  more  afraid.  She  studied  almost 
the  same  books  that  Si  Yong  used,  although 
they  could  not  be  in  the  same  school.  She 
knew  she  would  be  Si  Yong's  wife  when 
they  were  older,  and  he  was  studying  hard 
and  learning  much.  She  did  not  want  him 
to  get  ahead  of  her,  so  she  worked  faith- 
fully. The  little  feet  that  had  hurt  so 
cruelly  when  the  mother  kept  them  bound 
were  set  free.  She  grew  into  so  sweet  and 
knowing  a  young  woman  that  when  they 
went  to  their  own  little  Christian  home,  her 
husband  was  as  tenderly  proud  of  her  as  he 
should  have  been.  She  was  not  a  bit  spoiled, 
but  cooked,  and  washed,  and  sang  glad 
songs,  and  helped  in   his  work.     Their  joy 


Si  Yoxg's  Troubles.  47 

was  full  when  the  father  learned  to  hate 
the  slavery  of  the  pipe  and  found  help  to 
overcome  the  habit,  mourning  only  that  the 
knowledge  of  the  better  way  had  come  too 
late  to  help  his  own  wife  bear  her  heavy 
burdens. 

Questions  for  Class  Use  and  the 
Missionary  Meeting". 

1.  What  was  the  real  cause  of  Si  Yongrs 
troubles? 

2.  What  is  opium? 

3.  How  does  opium  affect  one  who  uses  it? 

4.  How    are     Chinese    boys     and     girls 
married? 

5.  How  do  they  celebrate  Xew- Year's  Day? 

6.  Where  did   Si   Yong   think   he   could 
end  his  troubles? 

7.  How  did  the  missionary  help  to  find 
Ling  Dsi? 

8.  How  did  they   happen  to  be  sent  to 
Christian  schools? 

9.  How  did  the  Christian  religion  change 
their  home? 

10.  What  induced  the  father  to  become  a 
Christian? 


48        Child  Life  in  Mission  Lands. 

the  chinese  people. 

The  Chinese  do  not  wear  mourning  for 
juniors. 

They  are  industrious,  fairly  temperate, 
not  sociable,  quarrelsome,  politic,  and  very 
ceremonial. 

They  invariably  have  black  eyes,  long 
black  coarse  hair,  high  cheek-bones,  round 
face,  small  nose.  Who  has  not  seen  one? 
How  would  you  describe  him? 

Opium-smoking  is  their  greatest  vice. 
Impurity  is  common  in  the  cities.  They 
are  bound  by  superstition,  prejudice,  and 
ancestor  worship.  They  need  the  free  gos- 
pel of  Christ.     But  what  people   does  not? 

A  girl  baby  is  not  welcomed  in  the  home. 
It  costs  too  much  to  get  her  married.  A 
boy  causes  much  joy.  He  can  provide  for 
the  dead  souls  of  the  parents. 

Most  of  the  people  are  farmers,  and 
cultivate  the  land  industriously.  They 
work  hard  at  everything,  and  reap  the 
usual  rewards. 

Confucianism  is  the  great  religion  of 
China.  The  _dead  are  worshiped  by  all — 
rich  and  poor,  young  and  old.     Every  man 


Si  Yong's  Troubles.  49 

has  three  souls,  they  say,  and  after  death 
one  of  these  goes  to  the  ancestral  tablet, 
one  to  the  grave,  and  one  to  Hades.  They 
believe  these  souls  must  be  cared  for  the 
same  after  death  as  before.  So  they  feed 
them,  clothe  them,  give  them  money,  etc. 
Does  China  need  Jesus  Christ? 

In  China  to-day,  2,785  foreign  missionaries 
are  working.  This  is  one  missionary  to 
144,000  Chinese.  In  the  United  States  we 
have  one  minister  to  every  500  people. 

The  Chinese  do  not  like  war.  They  can 
fight,  if  they  have  to,  and  have  done  so  with 
more  or  less  success  for  ages. 

Search  Questions  and  Themes. 

1.  What  is  "cash?" 

2.  Xew- Year's  Day  in  China? 

3.  The  effect  of  the  use  of  opium  ? 

4.  Binding  the  children's  feet  ?     Xo.  7. 

5.  A  Chinese  wedding  ?    Xos.  7,  10. 

6.  Chinese  toys  ?     Nos.  6,  12. 

7.  Why  is  it  hard  to  learn  to  speak  and 
write  Chinese  ?     Nos.  4,  9. 

8.  The  Boxer  Revolution  ?  Nos.  2,  5,  15, 
16. 

9.  The  Siege  of  Peking?   Xos.  2,  15,  16. 


50        Child  Life  in  Mission  Lands. 

Suggestions  for  Class  Use  and  the  Missionary 
Meeting-. 

1.  Appoint  some  one  in  the  class  to  get  a 
poppy  (if  possible),  some  opium,  laudanum, 
and  morphine,  and  tell  of  its  evil  effect. 
Better  still,  if  you  can  get  a  Christian  phy- 
sician to  come  to  the  class  and  make  the 
explanation. 

2.  Let  some  one  go  sight-seeing  in  Pe- 
king. Whom  did  he  see  ?  What  buildings? 
Where  were  the  most  people  ?  etc. 

3.  Print  on  the  blackboard,  "Dying, — 
a  million  a  month  in  China."  "  North 
China  calls;  Victory  ahead;  Fill  up  the 
gaps."  Place  the  blackboard  in  a  conspic- 
uous place.  Do  not  "preach"  about  the 
mottoes.     They  will  tell  their  own  story. 

4.  After  the  class  is  familiar  with  the 
names  of  the  missionaries  and  the  principal 
mission  centers,  associate  the  two,  and  drill 
the  class  until  they  know  at  least  one  mis- 
sionary in  each  center. 

5.  Appoint  some  member  "  General  Su- 
perintendent of  China."  Then  let  the 
member  visit  one  of  the  stations  and  ex- 
amine  the  work  of  the  missionaries.     Let 


Si  Yong's  Troubles.  51 

him  tell  especially  of  the  life  of  the  chil- 
dren. 

6.  Spend  a  few  minutes  in  a  Chinese 
home.  Describe  furniture,  rooms,  windows, 
receiving  guests,  etc. 

7.  Eecall  the  story  of  Ah-San.  How 
were  the  lives  of  Ah-San  and  Si  Yong  dif- 
ferent and  the  same  ? 


PAZ,  A  MEXICAN  DRUNKARD'S 
DAUGHTER. 

"  Si  me  muero,  doctora,  no  me  hace  TTd. 
el  favor  de  recibir  a'  Paz  como  su  hija?" 
said  a  feeble  voice  in  a  miserably-crowded 
tenement-house  in  Mexico.  The  dark,  cheer- 
less room  they  called  home  had  no  furniture 
in  it  except  the  little  stone  mill  on  which 
the  corn  for  "  tortillas  "  was  ground;  the 
flat  earthen  dish,  resting  on  three  small 
stones;  the  primitive  stove,  on  which  these 
thin  corn-cakes  were  baked;  the  empty  box 
on  which  the  doctor  sat;  and  a  thin  straw 
mat,  which  but  ill  protected  the  sufferer 
from  the  damp  brick  floor  on  which  she 
lay. 

Most  of  you  will  not  understand  what  sh? 
said  in  the  musical  Spanish — Spain's  only 
useful  legacy  ever  left  with  any  people  over 
whom  she  ruled  —  so  I  will  interpret  for 
you.  She  was  very  ill,  and  so  she  said,  "If 
I  die,  doctor,  will  you  not  do  me  the  favor 
52 


Mexican  Drunkard's  Daughter.    53 

to  take  Paz  as  your  daughter  ?"  Paz  means 
Peace;  but  no  drunkard's  daughter  any- 
where has  any  peace. 

The  woman  had  been  to  the  dispensary, 
and  her  heart  had  been  won  by  the  Protes- 
tant missionary's  story  of  God's  love  for 
sinners.  This  was  very  different  from  the 
religion  the  Spanish  priests  brought  to 
Mexico.  This  new  truth  had  been  lovingly 
sealed  by  the  healing  touch  of  the  mission- 
ary's wife,  a  practicing  physician,  who  now 
bent  over  the  sufferer.  The  doctor  often 
says,  playfully,  "My  husband  preaches  the 
gospel,  but  I  practice  it."  It  may  be  said, 
in  all  seriousness,  that  "  the  gospel  of  heal- 
ing" is  one  most  easily  understood,  and 
always  thoroughly  appreciated  by  the  suffer- 
ing. It  must  bring  the  Great  Physician 
very  near,  indeed,  when  administered  "in 
His  name."  This  dear  woman,  like  thou- 
sands of  other  persons  in  this  fanatical 
region,  had  learned  in  the  dispensary,  where 
the  simple  gospel  is  preached  and  practiced 
in  loving  helpfulness,  that  the  Protestant 
missionaries  are  not  what  the  priests  of 
Eome  picture  them  to  be,  when  they  try, 


54       Child  Life  in  Mission  Lands. 


by  prejudice,  to  keep  the  people  from  find- 
ing out  just  what  our  Lord  meant  when  he 

said,  "  Ye  shall 
know  the  truth, 
and  the  truth 
shall  make  you 
free."  She 
wanted,  there- 
fore,  to  have  Paz 
grow  up  in  the 
better  faith  o  f 
this  religion  of 
love. 

Strange  as  it 
seemed  to  us  all, 
with  the  blessing 
of  the  Father 
on  the  remedies 
applied  under 
such  unfavorable 
circumstances, 
she  fully  recov- 
ered, and  she 
,,PAZ'"  herself     brought 

Paz  to  the  mission  school  and  services,  and 
joined  with   her  on  probation.     Soon   the 


Mexican  Drunkard's  Daughter.    57 

little  girl  of  six  came  to  love  the  Savior,  and 
went  out  to  serve  him  as  best  she  could. 

One  day  she  had  a  great  trial  of  her  faith 
and  courage.  You  perhaps  know  that  in 
all  the  countries  Eoman  Catholics  are 
taught  that  it  is  very  necessary,  where  pos- 
sible, to  have  a  priest  with  them  at  life's 
end  to  prepare  them  for  death  by  anointing 
them.  They  call  this  "  extreme  unction," 
and  give  them  at  the  same  time  the  last 
communion,  or  the  "  host,"  a  small  wafer 
dipped  in  wine.  These  they  believe  the 
priest  has  changed  into  the  very  body  and 
blood  of  Christ  by  pronouncing  over  it 
some  magic  words  in  Latin.  Priests  and 
people,  of  course,  worship  the  "  host." 
Dr.  Adam  Clarke  used  to  call  this  "the 
wafer  god  of  Rome;"  and  he  was  right, 
even  if  we  do  find  here  and  there  a  devout 
and  faithful  follower  of  our  Lord  in  the 
Roman  Catholic  Church,  who  has  reached 
that  state  of  grace  despite  the  idolatrous 
teachings  and  practices  of  Romanism. 

Well  on  that,  an  eventful  day  to  her,  Paz 
was  playing  in  front  of  the  tenement-house 
when  a  priest  went  by  in  a  coach  drawn  by 


58        Child  Life  in  Mission  Lands. 

two  mules,  carrying  the  "host"  to  help 
some  poor  soul  die.  He  doubtless  had 
never  taught  the  people  how  to  live.  Mr. 
Wesley  used  to  say,  "Our  people  die  well." 
When  this  is  true,  do  you  not  think  it  is  be- 
cause they  have  lived  well  a  life  of  faith  in 
the  Son  of  God,  "  who  loved  us  and  gave 
himself  for  us?"  Well,  suddenly  that  day 
all  fell  on  their  knees  except  one;  and 
whom  do  you  suppose  that  one  was  ?  Why 
little  Paz,  of  course.  Those  near  her,  fear- 
ing that  something  awful  might  happen  to 
the  child — for  they  are  very  superstitious 
— cried  out,  "  Hincate,  mina,  hincate!" 
("  Bow  down,  child,  bow  down!")  But  she 
only  smiled,  for  she  had  learned  that  we 
have  only  to  fear  sin,  and  said,  "  Delante 
de  que,  las  mulas?"  ("Before  what,  the 
mules  ?  ")  After  the  coach  was  out  of  sight, 
and  nothing  had  happened — as  of  course 
there  did  n't  —  some,  not  being  able  to 
resist  the  humor  of  the  child,  smiled  and 
said,  "You  little  Protestant,  you!"  Sin-, 
said,  bravely,  "Yes,  that  is  what  I  am." 
Others,  however,  who  never  once  thought 
that  her  father  and  many  others    coming 


Mexican  Drunkard's  Daughter.     59 

home  drunk  so  often  might  bring  a  curse 
on  the  house,  did  think  that  having  a  little 
Protestant  there  might,  so  they  tried  to 
have  her  put  out.  This  they  have  often 
succeeded  in  doing  here  in  Leon,  where 
over  100,000  people  live,  and  yet  there 
never  has  been,  and  is  not  now,  one  little 
chapel  where  the  pure  gospel  is  preached. 
The  work  is  done  now  in  a  small  rented 
hall. 

This  story  of  little  Paz  was  told  to  an 
Englishman  who  had  lived  a  long  time  in 
Mexico.  He  laughed  at  the  bright  remark 
of  the  little  one,  but  said  gravely:  "That 
was  a  very  brave  act  on  her  part.  I  well  re- 
member the  time  when  I  had  to  run  around 
the  corner,  or  into  some  convenient  store, 
when  I  saw  the  coach  coming,  so  that  I 
would  not  have  to  kneel.  I  would  have 
been  stoned  if  I  did  not." 

Paz  is  now  in  the  school  for  girls  at 
Guanajuato,  some  thirty  miles  east  of  Leon, 
and  is  growing  up  in  that  blessed  atmos- 
phere to  be  a  lovely  little  Christian.  So  you 
see  the  medical  missionary,  the  missionary, 
and    the   ladies    of   the    Woman's   Foreign 


60       Child  Life  in  Mission  Lands. 


Missionary  Societies,  all  have  a  part  in  her 
redemption.  Yon,  who  at  home,  by  your 
gifts  and  self-sacrificing  labor,  are  gathering 
together  the  money  to  sustain  us,  have  your 

part,  also,  in  it. 
Little  Paz  is  only 
one  of  the  thou- 
sands of  boys 
and  girls  in  Mex- 
ico who  are  thus 
being  redeemed 
and  trained  in 
our  labor  of  love 
together,  "in 
His  name."  Let 
us  hope  that  her 
father  may  be 
redeemed,  as 
many  thus  have 
been.  For  it  is 
written,  "A 
little  child  shall 
lead  them." 

This  kneeling  in  the  streets  is  only  one  of 
the  many  tyrannies  that  Rome  puts  upon 
the  people  whom  Christ  died  to  make  free. 


An  Indian  Girl. 


Mexican  Drunkard's  Daughter.    61 

But  let  us  thank  God  that  every  nation, 
once  sealed  against  the  gospel  by  the  priests 
of  Rome  is  now  luide  open.  In  all  of  them 
multitudes  of  believers  in  Christ  as  a  per- 
sonal Savior,  the  only  Mediator  between 
man  and  God,  are  rising  up  about  the  mis- 
sionaries, and  are  helping  to  win  their  native 
friends  to  him,  "the  Desire  of  all  nations." 

MEXICO. 

Mexico  is  called  the  "  Egypt  of  America/5 
Why? 

It  has  an  area  of  707,005  square  miles, 
and  in  1900  had  13,525,402  people. 

There  are  only  17.7  people  to  every  square 
mile  of  land.     Compare  with  Japan. 

There  are  210  missionaries.  How  many 
people  to  one  missionary? 

There  are  146  Christian  day-schools  and 
18  higher  schools,  with  nearly  ten  thousand 
pupils. 

More  than  one-third  of  the  people  are 
Indians.  One-half  of  these  are  of  pure 
blood. 

Xearly  all  of  the  Indians  worship  idols. 

Forty-three  per  cent  of  the  people  are  of 
a  mixed  white  and  Indian  race. 


62        Child  Life  in  Mission  Lands. 

Eoman  Catholicism  in  a  greatly-degraded 
form  is  the  ruling  religion. 

In  1895,  ninety-five  per  cent  of  the  Mex- 
icans were  Roman  Catholics. 

Freedom  to  worship  God  came  in  1857, 
when  Catholicism  ceased  to  be  the  State 
religion. 

The  rainy  season  begins  in  June,  and  ends 
in  ^November.  During  this  time  it  usually 
rains  from  one  to  three  hours  daily. 

In  the  production  of  minerals,  Mexico 
stands  foremost  among  the  nations  of  the 
world. 

Drunkenness,  gambling,  impurity,  Sab- 
bath-breaking, and  Roman  Catholic  super- 
stitions are  the  great  sins  of  the  people. 

Questions  for  the  Lesson. 

1.  What  is  the  language  of  Mexico?  The 
religion? 

2.  How  can  physicians  be  missionaries? 

3.  How  was  Paz  led  to  the  mission  school? 
What    is    "extreme    unction,"    and    the 

-host?" 

5.  Do  Protestants  have  such  practices? 

6.  Why  did  Paz  not  fall  on  her  knees? 

7.  What  became  of  Paz? 


Mexican  Drunkard's  Daughter.     63 

8.  What  is  the  missionary's  chief  work  in 
Mexico? 

9.  What  are  some  of  the  needs  of  the 
missionary  in  Mexico?     How  can  we  help? 

10.  For  what  should  we  be  thankful? 

Search  Questions  and  Themes. 

1.  Why  Spain  has  lost  her  many  colonies. 

2.  The  Mestizo. 

3.  Name  other  Catholic  countries. 

.  4.  Mexico's  different  races  of  people. 
No.  24. 

5.  A  Roman  Catholic  priest  and  school- 
master.    Xo.  23. 

G.  The  work  of  a  medical  missionary. 
Xo.  03. 

7.  The  resources  of  Mexico. 

8.  William  Butler  in  Mexico.     Xo.  70. 

SUGGESTIONS  FOR  CLASS  USE  AND  THE 
MISSIONARY  MEETING. 

1.  Make  clear  that  the  missionary's  work 
is  about  the  same  in  Mexico,  South  America, 
and  Central  America. 

2.  Picture  the  degraded  form  of  Roman 
Catholicism  in  these  countries. 

3.  Send  one  of  the  class  on  a  day's  trip 
with  William  Butler  in  Mexico. 


64       Child  Life  in  Mission  Lands. 

4.  Mark  the  mission  stations  of  your  de- 
nomination on  the  map.  Include  South 
America  and  Mexico. 

5.  Write  on  the  blackboard  a  list  of  the 
great  vices  of  these  people.  Write  under- 
neath this  list,  "What  does  Mexico  most 
need?" 

6.  Test  your  class  in  the  geography  of 
these  countries. 

7.  Eecall  the  Spanish- American  war  and 
how  it  affected  missionary  work  in  the  West 
Indies. 

8.  Draw  an  outline  map  of  the  two 
American  continents;  within  the  borders  of 
the  United  States  print  1-500;  on  Mexico, 
1-G5;  on  Central  America,  1-35;  on  South 
America,  1-55;  on  the  West  Indies,  1-11. 
Then  print,  "Number  of  people  to  one 
missionary."  Above  the  map,  "  Where  are 
missionaries  needed?" 


PABAXYAXA  AND  THE  GREAT 
GREAT. 

0^"  the  east  coast  of  Africa,  between  the 
Zambezi  River  on  the  north  and  the  Limpopo 
River  on  the  south,  is  a  country  eight  hun- 
dred miles  long  and  two 
hundred  miles  wide. 
More  people  live  there 
than  in  the  State  of 
Ohio.  They  have  as 
many  trees  as  you  have, 
and  yet  not  one  of  your 
trees.  They  have  as  many  animals  as  you 
have,  and  yet  not  one  of  your  animals.  They 
have  as  many  flowers  as  you  have,  and  yet 
not  one  of  your  flowers.  As  many  words  as 
you  have ;  yes,  twice  as  many ;  and  their  men 
can  talk  as  fast  as  your  men,  and,  what  is 
equally  astonishing,  their  women  can  talk  as 
fast  as  your  women,  and  neither  of  them  use 
a  syllable  of  your  language.  Our  Father  is  so 
great  that  when  he  makes  worlds,  or  even 
5  65 


66        Child  Life  in  Mission  Lands. 


different  parts  of 
the  same  world, 
he  never  needs 
to  make  any  two 
of  them  alike. 
Think  of  it, 
trees,  animals, 
flowers,  and 
words,  many 
more  than  you 
have,  and  not 
one  of  them 
yours ! 

Pabanyana 
was  a  bright, 
happy,  laughing, 
young  g  r  a  n  d  - 
daughter  of  the 
very  king  him- 
self. The  king 
was  mighty,  and 
ruled  a  large  sec- 
tion in  the  south- 
ern portion  of 
this  territory.  His  name  was  Mangeza,  the 
king  of  the  Amashanganas.    Pabanyana  had 


Not  always  "  Bright, 
Happy,  and  Laughing.1 


The  House. 


87 


Pabanyana  and  the  Great  Great.  69 

never  seen  ink.  She  had  never  seen  any- 
one with  a  white  face,  or  one  who  had  ever 
worn  clothes.  If  your  ancestors  and  mine 
had  never  seen  the  letter  A  nor  a  bit  of 
cloth,  can  you  possibly  think  what  sort  of 
people  we  would  have  been?  And  do  you 
ever  thank  the  Lord  for  a  bottle  of  ink? 
But  Pabanyana  had  a  gown,  and  it  had  two 
very  desirable  qualities.  It  was  always  in 
fashion  and  quite  inexpensive.  After  a 
copious  bath  every  morning,  she  oiled  her 
glossy  skin  with  a  palmful  of  peanut  oil, 
mixed  with  a  palmful  of  sunshine.  Her 
disposition  was  as  jolly  as  her  dress  was 
thin,  and  her  conscience  was  as  tender  as 
her  flesh  was  soft.  Her  house  was  only 
thatch  grass.  There  was  nothing  at  all  in 
it  but  the  ground,  an  earthen  pot,  a  mortar 
for  pounding  corn,  and  a  hoe  with  which  to 
dig.  She  had  a  bit  of  blanket  made  of 
the  bark  of  a  rubber-tree,  and  this  was  also 
her  bed.  She  could  not  say  "chair"  nor 
"  table,"  nor  the  words  for  any  of  the  many 
nice  things  you  have  in  your  house ;  for  she 
had  never  seen  them  and  had  no  words  for 
them.     She  never  rode  in  a  carriage,  nor  on 


70        Child  Life  in  Mission  Lands. 

a  horse,  nor  in  a  car;  for  she  had  never 
seen  them.  Her  mother's  hoe  was  the  plow 
of  the  land,  and  her  mother's  head  the 
wagon  and  the  freight-train.  When  her 
mother  was  ill  they  did  not  call  the  doctor 
until  she  was  dead,  and  then  only  to  find 
out  who  had  induced  some  evil  spirit  to  be- 
witch her.  When  a  lion  or  hyena  carried 
off  some  unguarded  child,  this  most  un- 
learned witch-doctor  came  in,  at  painful 
cost,  to  discover  which  particular  evil  spirit 
was  displeased  with  the  family.  She  had 
never  once  heard  of  any  good  spirit;  always 
evil  spirits.  She  had  seen  her  many  rela- 
tives, one  by  one,  sicken,  grow  helpless,  and 
then  be  carried  off  to  some  secluded  spot 
to  die  alone,  and  their  bodies  to  be  eaten 
by  the  wild  beasts.  Death  was  the  unspeak- 
able word  in  all  her  thought. 

Now  it  happened  that  Pabanyana  had  an 
aunt  named  Custom  House.  This  aunt  had 
seen  a  missionary  who  had  visited  those 
parts,  and  she  was  greatly  stirred  up  over 
his  story  of  a  future  life.  None  of  her  peo- 
ple had  ever  heard  of  such  a  thing.  They 
believe  that  good  people,  if  there  were  any 


Pabanyana  and  the  Great  Great.  71 

such,  were  extinguished  as  a  small  and  flut- 
tering flame  is  blown  out,  and  the  bad  were 
made  over  into  snakes,  lions,  leopards,  and 
crocodiles,   left    to    torment   people   for   a 


"At  Home." 


while,  and  then  they,  too,  were  quit  of  any 
known  existence. 

Her  Aunt  Custom  House  took  care  of  her, 
clothed  her  in  a  little  strip  of  bark  cloth, 
and  make  cornmeal  porridge  for  her  every 
day. 


72        Child  Life  in  Mission  Lands. 

When  Pabanyana  was  eight  or  nine  years 
old  (no  one  ever  knew  her  age,  for  there  are 
are  no  months  in  all  the  years,  and  no  years 
in  all  the  ages),  her  aunt  brought  her  to 
the  Mission  Station  to  give  her  over  to  the 
school  for  teaching  and  for  clothing.  None 
but  Christians  wore  garments  such  as  Amer- 
ican children  wear. 

The  missionary  was  busy,  and  could  not 
so  much  as  listen  to  Aunt  Custom  House, 
though  the  good  aunty  was  well  known  to 
him.  He  told  them  there  was  no  food  and 
and  no  clothes  in  the  house,  and  then  told 
them  to  go  home  and  wait.  Poor  things! 
They  had  waited  all  their  lifetime,  and  their 
nation  had  waited  ever  since  Christ  came  to 
earth,  and  it  was  so  hard  to  be  forbidden. 
They  sat  down  on  the  African  chairs — that 
is,  on  their  heels— and  soon  the  tears  were 
coursing  down  Pabanyana's  cheeks.  The 
missionary  could  not  endure  that;  so,  even 
if  the  meal  was  low  and  gowns  were  wanting, 
he  repented,  and  took  Pabanyana  into  the 
school.  She  was  given  soap,  and  some  other 
girls  took  her  down  to  the  river,  scrubbed 
and  rubbed  her,  cut  off  all  her  hair  to  get 


Pabanyana  and  the  Great  Great.  73 

her  head  clean,  and  gowned  her  in  a  nice 
calico  dress,  of  which  she  was  exceedingly 
proud. 

She  began  at  once  to  pray,  and  was  eager 
to  learn.  She  was  at  every  service,  and,  of 
course,  in  a  little  time  she  had  learned  that 
the  Great  Great  created  her,  and  that  he 
watched  over  her.  She  longed  to  find  him 
out;  so  she  prayed  that  he  would  send  her 
some  strong  soap  of  his,  which  would  be 
able  to  take  the  dirt  off  her  soul,  and  she 
soon  received  the  answer  and  the  dirt  was  all 
washed  away.  Of  course  she  was  very  happy, 
and  wished  to  know  what  she  could  do  to 
praise  the  Great  Great.  She  thought  it 
must  please  him  to  have  her  go  home  to  tell 
her  grandfather,  the  chief,  all  about  it.  So 
she  went;  but  the  chief  would  not  listen  to 
her.  He  said  she  was  turning  "white  man," 
that  none  but  white  men  could  read.  "Black 
men  could  not  learn  to  read." 

Years  later  he  changed  his  views,  and 
said :  "  Yes,  my  child,  I  know  you  are  right ; 
I  know  the  Great  Great  will  finally  rule  my 
country.  I  am  glad  you  believe  him;  but 
I,  alas!  I  am  too  old  ever  to  turn  from  my 


74        Child  Life  in  Mission  Lands. 

drink  and  my  wives."  Her  grandmother 
turned,  and  the  king  let  her.  Now  her 
relatives  are  all  within  the  fold,  and  that 
chain  of  salvation  has  only  forged  its  first 
few  links  as  yet.     None  can  tell  its  length. 


Fresh  from  the  Kraals. 

Already  a  vast  army  of  more  than  one  hun- 
dred thousand  inSouth  Africa  have  believed. 
These  are  clad,  and  you  are  clothing  them  at 
a  rich  profit.  They  are  also  in  their  right 
minds,  which  is  of  much  more  importance. 
Eternity  alone  can  measure  their  happiness. 
Such  has  been  done,  is  being  done,  and 


Pabanyana  and  the  Great  Great.  76 

we  have  only  just  begun  to  save  souls  in 
Africa.  Save  her  children  and  you  save 
Africa.  "And  a  little  child  shall  lead 
them." 

AFRICA, 
"The  Dark  Continent," 
Has  nearly  12,000,000  square  miles  of  terri- 
tory,   and    its   population    is   estimated   at 
over  160,000,000.     Note  an  average  of  only 
13  or  14  people  to  the  square  mile. 

Among  these  millions  of  people  there  is 
one  missionary  to  every  50,000  souls,  count- 
ing as  missionaries  the  lay  workers  and  the 
wives  of  missionaries.  In  the  United  States 
we  have  one  hundred  times  as  many  oppor- 
tunities to  hear  the  gospel  as  the  black  man 
of  Africa. 

Xote  the  religions  of  Africa's  people.  It  is 
reported  reliably  that,  out  of  the  160,000,- 
000  people,  9,600,000  are  nominal  Christians, 
57,600,000  are  Mohammedans,  and  92,800,- 
000  are  heathen, — more  heathen  in  Africa 
than  there  are  people  in  the  United  States! 

The  slave-trade  is  not  the  greatest  barrier 
to  Christianity.  Modern  civilization  has 
taken  into  Africa  its  awful  traffic  of  strong 


76        Child  Life  in  Mission  Lands. 

drink.  The  hot  sun  of  the  tropics  soon 
makes  the  drinker  insane,  and  gives  him  a 
speedy  death.  Whisky  and  missionaries 
sail  from  America  to  Africa  on  the  same 
boat.     Shame  to  Christian  America! 

The  heathen  African  is  full  of  terrors, 
fears,  superstitions,  and  dreaded  imagina- 
tions. In  several  localities,  there  is  a  vague 
idea  of  God,  and  he  is  called  by  such'names 
as  "The  Great  Great"  and  "The  Old,  Old 
One." 

There  are  600  languages  and  dialects  in 
the  continent.  The  Bible  has  already  been 
translated  into  115  of  them. 

The  missionary  does  his  best  work  by 
practicing  medicine,  preaching  plainly, 
translating  the  Bible  and  other  books  into 
the  native  languages,  and  by  educational 
work  in  the  schools. 

Questions  for  the  Lesson. 

1.  In  what  is  the  east  coast  of  Africa 
like,  and  in  what  is  it  unlike,  our  country  ? 

2.  Describe  Pabanyana's  way  of  living. 

3.  What  care  for  the  sick  and  the  dead  do 
the  Africans  make? 


Pabanyana  and  the  Great  Great.  77 

4.  What  are  their  ideas  concerning  the 
future  life? 

5.  How  did  Pabanyana  get  to  school? 

6.  Why  did  the  missionary  at  first  refuse 
her? 

7.  How  can  we  provide  schools  for  the 
many  heathen  children  who  are  refused? 

8.  What  was  Pabany ana's  life  at  school? 

9.  Who  is  the  "  Great  Great,"  and  how 
did  he  change  the  life  of  Pabanyana? 

10.  What  were  the  direct  results  of  the 
conversion  of  Pabanyana? 

SEARCH  QUESTIONS  AND  THEMES. 

1.  The   slave-trade.     Xos.  29,  30,  31,  33. 

2.  Whisky  and  rum  in  Africa. 

3.  Witch-doctors  and  Evil  Spirits. 

4.  Traveling  in  Africa. 

5.  The  diamond  fields. 

6.  David  Livingstone.     Nos.  25,  30,  3L 

7.  Cecil  Rhodes. 

8.  The  Boers  —  who  are  they?  Where 
do  they  live  ?  What  did  they  do  ?  (Use 
map.) 

9.  The  difficulties  of  missionaries  inA£< 
rica.     No.  25. 


78        Child  Life  in  Mission  Lands. 

SUGGESTIONS  FOR  CLASS  USE  AND  THE 
MISSIONARY  MEETING. 

1.  Draw  several  outline  maps  of  Africa. 
You  will  need  these  in  order  to  illustrate 
the  different  phases  of  the  work.  Always 
have  the  outline  maps  drawn  by  members  of 
the  class. 

2.  On  an  outline  map,  divide  the  conti- 
nent into  three  equal  parts  by  drawing 
heavy  red  or  blue  lines  from  west  to  east. 
Print  on  these  in  order  from  top  to  bot- 
tom, Health,  Adventure,  Wealth.  At  the 
top  of  the  map  print  in  large  letters,  tlThe 
World's  Interest  in  Africa." 

3.  On  another  outline  map  sIioav  the  re- 
ligions of  Africa.  Draw  a  line  west  to  east 
from  Liberia,  and  a  line  across  the  south- 
ern end,  just  cutting  off  Cape  Colony. 
Color  the  three  divisions  differently.  Mark 
the  top  one  Mohammedanism;  the  next, 
Heathen;  the  lower  one,  Christian. 

4.  Let  some  one  collect  all  the  Bible 
erses  concerning  Africa. 

5.  Take  a  journey  over  the  proposed 
c<  Cape  to  Cairo "  Railway  route.  Take 
pains  to  teach  the  class  the  reasons  and  ad- 


Pabanyana  and  the  Great  Great.  79 

vantages   to   missions   of    such   a   railway. 
(See  map  in  "  Price  of  Africa.") 

6.  On  a  third  outline  map  mark  the 
missionary  centers  of  your  own  denomina- 
tion. Get  names  of  your  missionaries,  and 
drill  as  before. 

7.  Invite  the  class  to  your  home  for 
"An  Evening  with  David  Livingstone." 
Have  a  prepared  program;  use  maps,  pic- 
tures, books,  lantern  slides,  etc. 


A  FRAGMENT  OF  UFE  AND  DEATH. 

It  all  seems  very  far  off  now — that  morn- 
ing which  gave  me  my  first  glimpse  of  life 
in  India;  but  I  have  only  to  close  my  eyes 
to  see  again  the  long  reach  of  waving 
sugar-cane  and  level  rice-fields  hedged  in 
by  vine-covered  century  jilants.  I  see  the 
clumps  of  slender  bamboos,  whose  feathery 
tops  shade  the  road,  and  whose  closely- 
growing,  stemlike  trunks  make  hiding- 
places  for  innumerable  snakes  and  squir- 
rels; the  groves  of  orange-trees  laden  with 
loose-skinned,  red-gold  fruit;  flocks  of  little 
green  parrakeets ;  stretches  of  tall  jungle- 
grass;  and,  last  of  all,  the  big  pipul-tree 
that  represented  the  village  deity  of  the 
Indian  village  which  I  had  come  to  visit 
with  Miss  Ray,  a  missionary — a  beautiful, 
wholesome  American  girl. 

Tho  pipul-tree  was  hung  with  garlands  of 
yellow  marigolds,  which  the  simple  vil- 
80 


A  Fragment  of  Life  and  Death.    81 

lagers  had  put  there  to  incite  the  spirit  of 
the  tree  to  bring  peace  to  the  village  it 
guarded.  My  companion  pointed  to  a  dish 
of  milk  at  the  foot  of  the  tree,  saying, 
"  There  is  a  sick  child  in  the  village,  and 
the  mother  offers  milk  to  the  cobra  that 
lives  among  the  roots  of  the  tree." 

There  was  not  a  sign  of  life  anywhere 
when  we  descended  from  our  little  cart  to 
pick  our  way  through  a  narrow,  mud- 
walled  way.  But  when  Miss  Ray  stopped 
at  an  opening  and  called  cheerily,  "  Roi 
Hai  ! "  it  seemed  to  me  that  the  children 
came  out  of  the  ground,  there  were  so 
many  of  them  around  us  all  at  once.  Little 
boys  half  clothed,  and  little  boys  with  still 
less  on;  girls  jingling  bracelets,  earrings, 
noserings,  and  anklets,  as  they  said  glee- 
fully, "Salaam,  Miss  Sahib;  Salaam,  Miss 
Sahib,"  to  Miss  Ray,  who  chattered  merrily 
with  them,  quickly  asking  questions  and 
getting  answers,  all  in  a  queer  and,  to  me, 
unknown  tongue.  Then  she  went  toward  a 
little  hut.  I  did  not  think  much  of  it  that 
morning,  but  when  I  came  to  know  later 
how  very  poor  these  people  were,  and  how 
6 


82        Child  Life  in  Mission  Lands. 

much  it  had  meant  to  them  to  keep  one 
little,  clean  mudhouse  for  the  American 
girl  who  came  to  teach  the  children,  I  un- 
derstood why  Miss  Eay  was  so  proud  of  it. 

We  sat  on  some  little  cane  stools,  while 
the  girls  sat  on  a  piece  of  matting;  that  is, 
they  folded  themselves  up  like  reversed 
capital  "  X's,"  and  sat  on  their  heels. 
Some  of  the  little,  unclothed  boys  came 
shyly  to  the  door,  and  looked  in  for  a  while ; 
but  they  soon  went  away,  as  the  school  was 
a  girl's  school. 

The  first  thing  that  attracted  me  in  the 
faces  turned  toward  me  was  their  very 
bright  eyes,  made  brighter,  probably,  by 
the  gay-colored  head-dresses  and  heavy  ear- 
rings. Then,  as  the  head-dresses  slipped 
back,  I  noticed  how  dirty  and  unkempt  the 
black  hair  was.  The  girls  all  looked  as 
though  their  hair  had  been  washed,  combed, 
and  braided  but  once,  and  as  though  thaf 
once  had  been  very  long  ago. 

After  settling,  they  first  produced  some 
knitting  of  white  crocheting  cotton.  Now 
white  crocheting  cotton  can  get  very  dirty, 
and   this  had  reached  the  limit  of  unclean- 


VX 


s 


,  m 


3  ! 


2 


-■» 


A  Fragment  of  Life  and  Death.    85 

ness.  But  the  girls  did  not  seem  to  mind ; 
neither  did  Miss  Ray,  who,  I  suppose,  felt 
it  was  no  use  to  say  anything.  She  turned 
to  me  as  she  pointed  out  a  mistake  in  a 
curious-looking  heel,  and  said,  "I'm  not 
allowed  to  teach  them  to  read,  unless  I  also 
teach  them  to  make  something  with  their 
hands."  After  this  the  work  was  put  away, 
and  the  girls  sang  with  great  vigor  a  hymn, 
to  queer,  rising-and-falling  music ;  they  re- 
peated the  Lord's  Prayer  and  some  verses; 
and,  lastly,  produced  some  little  books  writ- 
ten in  comical,  grasshopper-like  letters, 
which  were  opened  and  read  in  a  rhythmic 
sing-song,  with  much  swaying  to  and  fro. 

As  I  did  not  understand,  I  slipped  out  to 
look  around,  and  soon  came  to  an  open 
gate.  I  stopped  curiously,  and  looked  into 
a  little  courtyard  where  the  only  sign  of 
life  was  a  yellow  dog  asleep  in  the  sunshine, 
and  a  cow  dreaming  of  green  fields.  Again  I 
could  hardly  tell  where  the  people  all  came 
from ;  for  some  children  and  women  quickly 
appeared,  saying  in  their  tongue,  "  Come 
in   come  in." 

I  could  not  talk  to  them,  so  I  just  looked 


86        Child  Life  in  Mission  Lands. 

and. smiled,  while  they  did  the  same  to  me, 
until  one  old  woman  pointed  to  the  buckle 
on  my  hat  and  nodded  her  head  to  another 
old  woman.  Then  laughingly  they  began 
to  examine  me — my  belt,  my  collar,  the 
binding  on  my  skirt,  my  shoes — discussing 
everything  with  words  of  surprise,  though 
not  always  of  approval,  while  I  tried  to 
turn  the  interest  by  pointing  to  their  jew- 
els. I  did  not  know  what  we  should  have 
done  next  if  I  had  not  heard  Miss  Ray  say 
just  then:  "0,  here  you  are,  you  rash 
girl !  Do  n't  you  know  you  might  get  lost? 
Come,  I  am  going  to  take  you  to  the  house 
of  the  chief  man  of  the  village.  His  little 
boy  has  been  sick,  although  he  is  all  right 
now." 

After  picking  our  way  through  more  nar- 
row streets,  between  mud  walls,  where  we 
had  to  step  carefully  between  piles  of  filth 
and  over  vile  little  drains  leading  from  the 
unseen  lanes  on  the  other  side  of  the  walls, 
we  stopped  before  a  big,  unfriendly-looking 
wooden  door,  and  waited,  after  rapping  and 
calling,  listening  to  the  rattling  of  a  chain 
and    uncertain   fumbling   at  the   latch   by 


A  Fragment  of  Life  and  Death.     87 


some  one  inside.  At  length  the  clumsy 
door  was  pushed  open  by  the  oldest,  worst- 
dried-up  little  woman  I  ever  saw.  She 
bolted  the  door  after  us,  pushed  to  one  side 

I 


$m 


A  Little  Nurse. 

a  cow  which  blocked  our  way,  scolded  a 
bad-tempered  dog,  and  gave  a  shrill  call, 
which  rang  through  the  courtyard  into 
which  she  led  us. 

The  answer  to  the  call  was  a  merry,  girlish 
laugh,  and  I  turned  just  in  time  to  get  a 


88        Child  Life  in  Mission  Lands. 

glimpse  of  what  seemed  to  me  to  be  a  laugh- 
ing, jingling,  gilt-edged  rainbow,  very  much 
alive,  which,  however,  when  it  stopped, 
proved  to  be  a  girl  of  thirteen.  Her  skirt 
was  of  a  bright  changeable  silk,  blue  and 
green,  over  which  she  wore  a  yellow  jacket. 
Over  all  was  thrown  a  gauze  rose-colored 
scarf,  which  showed,  through  its  thin  folds, 
chains  of  soft,  unalloyed  gold  of  beautiful 
workmanship,  bracelets  from  wrist  to  elbow, 
earrings  of  pearls,  and  uncut  jewels  con- 
cealing the  little  draggled  ears,  and  a  broad, 
beautiful,  gold-fringed  band  of  uncut  jewels 
that  curved  from  the  part  in  her  hair  over 
each  side  of  her  forehead.  • 

"Ah,  Sitara,"  said  my  friend,  lovingly, 
as  she  took  the  girl's  hand  in  both  hers, 
"see,  I  have  brought  a  friend  to  visit  you 
to-day." 

"She  is  welcome,"  said  the  girl  to  me 
with  a  sudden  severe  dignity.  Then  she 
added,  "I  am  glad  you  came  to-day.  To- 
morrow I  go  to  my  husband's  home.  It  is 
far, — in  another  land." 

"Are  you  glad  ?" 

"He  is  very  handsome  and  loves  me.     If 


A  Fragment  of  Life  and  Death.    89 


only  the  mother- 
in-law  does  not 
beat  me.  My 
mother  says  I 
must  not  play 
any  more,  and 
must  do  every- 
thing the  hus- 
band's mother 
bids  me  do." 
Then  she  added 


suddenly, 


Do 


you  know  that 
little  Gunya  is 
very  sick  this 
morning  ?" 

"Hush!"  said 
a  woman  who 
had  just  entered 
the  court ;  ' '  what 
does  a  magpie 
like  you  know  ?  The  child  is  well  enough, 
except  for  a  little  return  of  fever." 

Miss  Ray  turned  quickly  to  the  woman. 
"Where  is  he?  What  has  happened?  He 
was  better  yesterday." 


A  Christian  Mother  and 
her  Baby. 


90        Child  Life  in  Mission  Lands. 

The  woman  answered  sullenly:  "He 
sleeps,  and  it  is  not  well  to  waken  him.  He 
is  well  enough." 

As  she  ended,  though,  a  weak  voice  from 
one  of  the  open  side-rooms  called  feebly: 
"  Miss  Sahib !"  and  Miss  Ray  quickly  crossed 
the  court  and  raised  the  curtain.  Sitara 
and  I  followed,  and  found  her  kneeling 
beside  a  frail  little  fellow,  whose  eyes  looked 
lovingly  up  into  hers.  There  was  a  strange, 
oppressive  odor  in  the  room.  Suddenly 
Miss  Ray  stood  up  and  turned  almost  fiercely 
to  the  elderly  woman:  "What  have  you 
done?  He  was  better  yesterday,  and  now 
he  is  dying!" 

"He  is  our  only  son,"  she  answered  in 
the  same  sullen  tone.  "  The  priest  said  your 
medicine  would  kill  him  if  we  did  not  send 
for  the  hafcim."  Then  suddenly  she  sat 
down  on  the  floor  and  rocked  to  and  fro. 
"What  can  a  poor  woman  know?  They 
said  it  would  save  him,  and  they  closed  up 
the  room  and  burned  shanjo  things  while 
the  priests  sang.  We  gave  much  money, 
and  now  he  dies." 

"Hush!"  said  Miss  Ray  pityingly;  "you 


A  Fragment  of  Life  and  Death.    91 

disturb  him.  Come  and  kneel  by  his 
bed." 

The  boy,  with  a  great  effort,  reached  out 
his  hand  and  laid  it  on  his  mother's,  and 
turned  his  eyes  questioningly  toward  Miss 
Kay. 

"  It  is  all  right,  dear,"  she  said;  "you're 
going  on  a  long  journey,  but  you  need  not 
go  alone.  See,  your  mother  and  I  will  hold 
your  hands  until  you  go  to  sleep,  and  then 
Jesus  will  lead  you  the  rest  of  the  way,  for 
you  are  going  to  God." 

The  excitement  had  been  too  much,  and 
the  delicate  lids  closed  over  the  bright,  lov- 
ing eyes,  while  the  little  fingers  loosened 
their  feeble  grasp.  Then  the  old  woman 
who  had  opened  the  door  raised  her  voice 
in  a  piercing  shriek,  which  was  answered 
by  another  and  another  from  servants  and 
neighbors.  But  the  quiet  face  of  the  boy 
moved  not,  and  Miss  Ray  said:  "Come,  we 
can  do  nothing  more.  The  soul  has  gone 
to  God,  but  the  body  must  be  given  over  to 
heathen  rites."  Out  in  the  street  she  added : 
1 '  That  child  has  been  murdered  through 
the  ignorance  of  a  native  doctor  and  the 


92        Child  Life  in  Mission  Lands. 

jealousy  of  a  grasping  priest.  0  this  ter- 
rible India!  It  is  the  same  story  at  every 
turn.  There  is  no  social  or  moral  evil  pecul- 
iar to  India  that  is  not  deep-rooted  in  the 
heart  of  what  should  be  the  salvation  of  a 
country,  its  religion.  Certainly,  not  to 
know  Christ  is  death." 

INDIA. 

THE   "  WONDERLAND  OF  THE  EAST." 

The  total  area  is  1,328,392  square  miles. 
The  population  is  283,817,080  (1901);  214 
people  live  to  each  square  mile. 

To  get  a  good  idea  of  its  size,  get  a  map 
of  North  America  and  note  the  following: 
If  the  country  of  India  could  be  extended 
over  North  America,  its  northern  point 
would  be  in  the  latitude  of  Richmond,  Va., 
and  the  southern  point  near  Panama.  The 
eastern  boundary  would  be  at  Baltimore, 
and  the  western  near  Salt  Lake  City. 

The  great  rivers  of  India  are  worshiped 
and  regarded  as  sacred.  To  wash  in  the 
waters  of  these  streams  takes  away  all  sin. 
Why  does  India  need  the  gospel  of  Jesus 
Christ  ? 

Three    hundred    languages    and    dialects 


A  Fragment  of  Life  and  Death.     93 

are  spoken  in  the  Indian  Empire,  including 
Burma  and  Siam. 

It  is  the  greatest  Mohammedan  country 
in  the  world. 

Its  wealth  is  found  in  its  forests,  its  grow- 
ing fields  and  pasture  lands.  About  one- 
fourth  of  its  land  is  idle. 

Failure  of  rains,  floods,  plagues,  and  the 
village  and  caste  system,  are  the  causes  of 
the  many  famines. 

Bombay  is  the  second  largest  city  in  the 
British  Empire  after  London,  and  is  the 
greatest  cotton  market  in  the  world  after 
New  Orleans. 

The  climate  is  very  varied.  The  cool 
months  last  from  November  to  the  middle 
of  February.  From  June  to  September  is 
the  wet  season. 

While  India  is  less  than  half  as  large  as 
the  United  States,  it  contains  more  than 
three  times  as  many  people. 

If  all  the  boys  and  girls  in  India  would 
stand  in  line,  shoulder  to  shoulder,  the  line 
would  reach  around  the  world,  25,000  miles 
long.  Only  one  child  in  each  mile  would 
ever  have  been  inside  a  Sunday-school. 


94        Child  Life  in  Mission  Lands. 

Questions  for  the  Lesson. 

1.  What  plants  and  trees  grow  in  India? 

2.  Why  is  a  dish  of  milk  sometimes  put 
at  the  foot  of  the  pipul-tree  ? 

3.  How  are  the  boys  and  girls  dressed  ? 
3.   How  do  the   Hindus  say,    "  How   do 

you  do,  Madam  ?" 

5.  Describe  a  day  in  a  girl's  school. 

6.  Where  were  the  men  when  the  mis- 
sionary was  in  the  house? 

7.  Describe  the  dress  of  a  girl  of  thirteen. 

8.  What  is  the  custom  concerning  mar- 
riage ? 

9.  How  could  Christian  parents  have 
saved  the  boy's  life  ? 

10.  How  can  the  love  of  Christ  change 
the  lives  of  the  boys  and  girls  of  India? 

SUGGESTIONS  FOR  CLASS  USE  AND  THE 
MISSIONARY  MEETING. 

1.  You  will  need  several  outline  maps  of 
India  on  paper ;  also  have  one  drawn  on  a 
blackboard  for  use  during  the  meeting. 

2.  On  the  blackboard  locate  the  large 
rivers,  cities,  mountains,  and  plateaus.  Use 
a  common  school  geography.  Drill  the 
spelling  and  pronunciation  of  the  names. 


A  Fragment  of  Life  and  Death.    95 

3.  Mark  on  an  outline  map  (paper  for 
permanent  keeping)  the  location  of  the 
principal  Mission  Stations  of  your  denomi- 
nation. Use  gummed  seals  or  paper  flags 
to  indicate  these.  Have  each  seal  or  flag 
named  after  the  missionaries  who  are 
working  at  these  particular  centers. 

4.  On  the  map  place  a  large  gilt  seal, 
cross,  or  flag  at  Calcutta.  On  it  write  the 
names  of  William  Carey,  Henry  Martyn, 
Alexander  Duff,  J.  M.  Thoburn. 

5.  Use  a  few  minutes  of  the  class  hour 
by  having  a  "class  in  arithmetic."  Com- 
pare the  area,  population,  number  of  mis- 
sionaries, number  of  schools,  etc.,  with 
other  countries. 

6.  On  the  blackboard,  before  the  class, 
summarize  the  work  of  your  own  Board  in 
India. 

7.  Describe  the  Hindu  custom  of  bathing 
in  the  Ganges  River. 

Search  Questions  and  Themes. 

1.  The  first  missionaries  to  India.  Nos. 
42,  59,  60,  61,  62,  70. 

2.  Medical  missions  in  India.  Nos.  36, 
63. 


96        Child  Life  in  Mission  Lands. 

3.  The  evils  of  their  religions.     Nos.  35, 
37,  42,  70. 

4.  Living  in  villages.     Nos.  00,  70. 

5.  Orphan  children. 

G.   The  caste  system.     35,  42,  GO. 

7.  A  Hindu  fakir. 

8.  The  every-day  life  of  a  boy. 

9.  How  missionaries  work  in  India.     39. 
42,  GO,  G3,  70,  73. 

1 0.  India's  great  cities. 


BAUD  AND  NADIE. 

Daud  was  the  only  son  of  a  village  Chris- 
tian Hindu.  There  was  a  happy  look  on 
his  brown,  sober  face  as  he  gathered  the 
leaves  from  the  low  branches  of  the  mango- 
trees  for  their  little  kid  to  eat.  He  heard 
"  Mbti,"  the  kid,  bleating  from  the  court 
behind  their  hut,  where  it  was  tied;  but  he 
did  not  hurry,  for  he  was  waiting  for  Nadir, 
the  merchant's  son.  He  could  see  Nadir 
laying  on  the  back  of  his  father's  buffalo, 
which  stood  in  the  middle  of  the  mill-pond 
that  stretched  from  below  the  village  well 
to  the  sugar-cane  fields  beyond.  Nadir 
must  soon  drive  home  the  buffaloes,  for  the 
sun's  rim  was  already  touching  the  high 
sugar-cane  tops.  Daud  would  wait,  and 
walk  to  the  edge  of  the  village  with  him; 
for  he  had  something  to  tell  him — the  some- 
thing his  mother  had  told  him  in  the  morn- 
ing, over  which  he  now  smiled  to  himself. 

Many  things  puzzled  Daud.  His  being  a 
7  97 


98       Child  Life  in  Mission  Lands. 

Christian  set  him  apart  from  the  village  lads 
in  a  way  he  did  not  like  nor  understand. 
They  often  teased  him  and  vexed  him,  re- 
fusing to  let  him  join  in  their  games.  They 
said  he  was  an  outcast  and  accursed  of  their 
gods.  Even  Nadir,  the  kindest  and  gentlest 
of  the  boys,  would  ask  where  and  what  was 
his  God.  That  was  the  hardest  of  all,  for 
he  did  not  know.  Ever  since  Daud  could 
remember  he  had  folded  his  hands  each 
night  and  prayed  the  words  his  mother  had 
taught  him.  He  had  never  seen  any  God, 
except  sometimes,  when  he  looked  up  into 
his  mother's  eyes,  he  thought  perhaps  he 
was  there.  But  Nadir  would  not  believe 
that.  So,  often  at  night,  before  falling 
asleep,  Daud  would  wish  that  he  could  see 
his  own  God,  even  as  Nadir  saw  his,  when 
his  mother  put  the  fresh  marigold  wreaths 
around  its  head  and  offered  it  sweetmeats 
and  rice. 

Then,  too,  every  year  at  the  time  when 
the  yellow  flowers  bloomed,  Nadir's  god 
held  a  great  festival  on  the  banks  of  the 
Jumna  River.  It  was  the  year  before  that 
Nadir,  dressed  in  a  new  coat  of  orange  and 


Daud  and  Nadir.  99 

blue,  had  gone  to  this  festival  with  his 
father  and  mother.  Ever  since  he  had  re- 
turned he  talked  of  the  wonderful  sights  he 
had  seen,  and  of  his  god — the  god  Krishna. 
Daud  listened  to  Nadir's  talk,  and  was  still. 
All  through  the  season  of  heat  and  of  rain 
he  secretly  longed  and  prayed  that  his  God, 
too,  might  hold  a  festival  somewhere. 

It  was  that  morning,  while  he  was  eating 
his  breakfast  of  unleavened  cakes  and 
greens,  that  his  mother  had  told  him  they 
were  soon  going  to  a  festival  some  thirty 
miles  away,  to  which  a  Sahib  had  invited 
them.  She  had  told  him  other  things,  too, 
but  he  was  too  happy  to  heed.  He  waited 
all  day  to  tell  Nadir,  and  now,  as  he  came 
slowly  along  with  his  buffaloes,  Daud  threw 
his  bundle  of  mango-leaves  over  his  shoulder 
and  ran  toward  him.  Nadir,  seeing  Daud, 
slipped  off  the  buffalo's  back  for  he  liked  the 
lonely  Christian  boy,  and  would  be  glad  to 
walk  to  the  village  with  him.  He  hailed 
him  with,  "Wherefore  does  Daud  run  to 
meet  the  merchant's  son?" 

Daud  waited  till  he  caught  up  with  Nadir, 
and  then,   looking  afar  off  said,    "I,  too, 


100     Child  Life  in  Mission  Lands. 

Nadir,  go  to  a  religious  festival."  Nadir 
was  silent  as  he  caught  the  buffalo's  tail  and 
struck  at  its  flanks.  As  Nadir  would  not 
speak,  Daud  went  on,  "  There  I  shall  see 
my  God,  Nadir,  and  I  shall  tell  thee  of  him 
when  1  return."  Nadir  but  twisted  the 
buffalo's  tail  and  drove  on.  At  the  edge  of 
the  village  he  stopped  and  turning  to  Daud 
said,  "Daud,  the  future  will  tell;  but,  in 
my  thought,  thy  God  will  never  be  seen." 

Even  what  Nadir  said  could  not  make 
Daud  sad  during  the  days  that  followed. 
He  was  quite  happy,  as  he  lay  out  under  the 
babool-tree,  in  thinking  and  in  dreaming  of 
what  he  would  do  and  of  what  he  would  see 
at  the  festival.  He  had  never  been  further 
than  the  neighboring  village,  and  now  he 
was  going  thirty  miles ;  but  it  took  so  long 
for  the  day  of  the  journey  to  come. 

At  last,  one  morning,  Daud,  with  a  clean 
coat  and  a  new  red  handkerchief  tied  around 
his  neck,  started  out  with  his  father  and 
mother.  They  walked  between  fields 
drenched  with  the  blue  mists  of  the  morn- 
ing until  they  came  to  a  village.  There 
they  joined  the  pastor-teacher  and  the  small 


Daud  and  Nadir.  101 

company  of  those  who  were  going  to  the 
feast.  Daud  kept  close  to  his  mother's  side 
as  they  climbed  into  the  bullock-cart  which 
was  to  take  them  on  their  journey. 

Along  the  country  roads,  between  the 
fields,  past  village  huts,  in  streams  of  water, 
and  through  the  high  jungle-grass,  the 
white  oxen,  ringing  the  bells  that  hung  from 
their  necks,  drew  them  leisurely  on.  When 
the  evening  came  with  its  setting  sun,  they 
stopped  on  the  road  by  the  mango-grove  for 
the  night.  All  day  the  Christians  had  sung 
their  glad  song  and  shouted  "victory!"  to 
the  name  of  their  Christ.  But  now  they 
were  hushed,  and  with  bowed  heads  they  sat 
around  the  fire  they  had  built,  while  their 
pastor,  in  simple  faith,  prayed  to  their  God. 
Daud  slept  under  the  stars  that  night,  and 
dreamed  that  the  brightest  star  slipped  into 
his  heart,  shone  there,  and  said,  "  I  am  thy 
God." 

It  was  noon  next  day  when  they  rode 
through  the  narrow  streets  of  a  large, 
crowded  city.  Daud's  eyes'  fairly  danced  as 
he  tried  not  to  miss  any  sights  as  they 
passed.     This  truly  was  greater  than  the 


102     Child  Life  in  Mission  Lands. 

festival  Nadir  had  seen,  such  sweetmeats, 
such  bright-colored  toys!  Soon  the  oxen 
would  stop;  then  he  would  get  out,  and 
look  and  look.  But  the  oxen  went  on. 
Daud  could  not  wait,  and  begged  his  mother 
to  have  them  stopped.  But  she  answered, 
"  This,  my  Daud,  is  not  our  festival." 

When  they  drove  out  of  the  city,  down 
the  broad,  level  road,  into  a  quiet  grove, 
where  the  driver  stopped,  saying,  "  This  is 
the  picnic  ground,"  the  corner  of  a  new  red 
colored  scarf  was  wet  with  the  tears  of  a 
little  boy's  eyes. 

However,  Daud  soon  forgot  the  city. 
There  were  many  children  playing  around 
the  booths  in  the  grove,  and  near  by  was  a 
beautiful  garden,  to  which  a  preacher's 
little  girl  took  him.  While  he  touched  the 
sweet  flowers  she  told  him  that  the  house 
with  the  large  pillars,  and  with  glass  for  its 
roof,  was  the  one  where  the  white  minister 
lived.  The  other  house,  over  which  the 
shesham-trees  hung,  was  the  holy  house  of 
their  God.  Then  Daud  ceased  touching 
the  flowers,  walked  quietly  back  to  his 
mother,  sat  at  the  door  of  their  booth,  and 


Daud  and  Nadir.  105 

looked  at  the  white  house  of  their  God 
rising  pure  and  great  among  the  tall  trees. 
When  the  darkness  came,  Daud,  with  his 
hand  slipped  into  his  mother's,  and  with 
his  heart  beating  loudly,  walked  in  silence 
toward  the  temple  where  his  own  God  was. 
At  last  he  would  see  him,  and  then  he 
could  tell  Nadir.  Through  an  open  door- 
way they  passed,  the  bright  light  almost 
blinding  Daud.  He  looked  eagerly  forward. 
There  were  many  worshipers  seated  in 
silence,  with  their  heads  quietly  bowed. 
He  looked  upward;  the  ceiling  seemed  to 
reach  the  sky.  Where  was  his  God  ?  They 
then  moved  to  the  front.  There,  at  the 
farther  end-  of  the  room,  on  a  double  seat, 
raised  slightly,  sat  one  dressed  in  black, 
with  the  face  of  a  God.  The  face  was  as 
white  as  the  sacred  flower,  and  glowed  with 
a  calm  look  of  strength  and  love.  That 
was  his  God !  Daud  crept  close  to  his  mother 
and  bowed,  folding  his  hands  in  prayer. 
When  he  heard  singing,  Daud  arose.  He 
looked  up,  and  saw  his  God  moving  around, 
and  speaking  with  the  voice  of  a  man.  It 
was  strange !     Daud  asked  if  that  was  their 


106     Child  Life  in  Mission  Lands. 

God.  His  mother  hushed  him  by  saying: 
"  He  is  the  pastor,  son,  the  priest  of  our 
God.  Dost  thou  not  know  that  our  God  is 
not  seen  ?"  Nadir  was  right  then,  and 
Daud's  heart  sank  back  with  a  sob;  but 
soon  he  was  listening  to  the  words  of  the 
minister.  They  were  such  simple  words, 
and  Daud  thought  he  could  understand, 
only  his  head  kept  nodding  and  nodding, 
and  soon  he  was  fast  asleep.  He  knew 
nothing  more  until  the  cry  of  a  wild  pea-hen 
wakened  him  next  morning. 

So  the  days  of  the  festival  went  by  with- 
out making  Daud  happy  about  his  God.  If 
only  the  minister  had  been  what  Daud 
thought  he  was  the  first  night ! 

It  was  the  last  day  of  the  festival.  In  the 
morning  the  bullock-cart  would  take  them 
again  to  their  village.  In  the  twilight,  the 
smoke  of  a  hundred  fires  hung  over  the 
booths  in  '  the  grove,  for  the  Christians 
were  cooking  their  evening  meal.  Daud 
sat  close  to  his  mother  while  she  patted  out 
the  unleavened  cakes,  and  he  brought  her 
pieces  of  wood  for  her  fire.  As  he  sat  thus, 
the  minister  walked  down  the  long  lines  of 


Daud  and  Nadir.  107 

booths,  speaking  kindly  to  the  children  and 
fathers  and  mothers.  Perhaps — would  he 
speak  to  Daud  ? 

With  slightly-stooping  shoulders,  with  his 
white  hair  and  beard,  and  the  deep  look  of 
love  in  his  eyes,  Daud  felt  that  he  could 
worship  this  man  without  fear.  And  now 
he  was  drawing  nearer.  Would  he  pass? 
No;  for  already  his  hand  was  on  Daud's 
black,  shiny  head,  and  his  eyes  looked  into 
Daud's  as  he  said,  "  Our  Christ  can  dwell  in 
the  youngest  boy's  heart.  Is  it  not  good  ?" 
Then  he  was  gone.  But  to  Daud  it  was  as 
if  the  star  he  had  dreamed  of  shone  again 
in  his  heart,  and  a  sweet  voice  kept  saying, 
"  I  am  Christ  thy  God." 

After   they  had  returned  to  the  village, 
Daud  met  Nadir  sitting  idly  by  the  village 
well,  and  joined  him.     "The  way  has  been 
long,   Nadir,  back  to  the  village,   for  my 
heart  has  been  wishing  for  thee." 
"  Thou  dost  seem  happy,  Daud." 
"  Surely,  Nadir,  I  have  found  my  God." 
"  Thou  didst  see   him  there  at  the  fes- 
tival r 

"  Nay,  Nadir,  but  he  came  to  my  heart." 


108     Child  Life  in  Mission  Lands. 

Nadir  laughed:  "So  all  of  your  Chris- 
tians talk,"  and  added,  "  I  would  that  I, 
too,  was  happy  in  the  heart,"  as  he  ran  to 
his  father's  call. 

As  the  cold  season  came,  Daud  walked 
much  with  Nadir,  driving  the  buffaloes 
back  and  forth  from  the  mill-pond.  He 
tried  to  teach  him  then  what  lie  had 
learned,  but  Nadir  would  not  understand. 
Daud  had  done  all  he  could;  and  now,  if 
only  the  pastor  would  come  and  lay  his 
hand  on  the  head  of  Nadir  as  he  had  done 
on  his  own !     For  that  Daud  now  prayed. 

Before  half  the  cold  season  passed,  Daud 
and  Nadir  were  true  friends.  In  spite  of 
the  threat  of  his  father,  Nadir  often  took 
Daud  out  on  the  back  of  his  buffalo  into  the 
midst  of  the  pond.  There  they  would  lie, 
bathing  in  the  glow  of  the  morning  sun,  or 
slipping  off  the  buffalo's  back  into  the 
shallow  water,  they  would  look  for  the 
pond-nuts  together,  always  talking  of  the 
days  that  would  come  when  they  were 
grown  men. 

It  was  after  the  village  priest  had  seen 
that  Nadir's  heart  had  gone  out  to  Daud's, 


Daud  and  Nadir.  109 

that  two  of  the  merchant's  buffaloes  died. 
Nadir  was  beaten  for  that.  But  when  next 
day  the  third  one  died,  it  was  whispered 
that  the  evil  eye  of  the  Christian  lad  had 
fallen  on  them.  Then  Nadir's  father 
watched  for  Daud. 

For  six  days  Nadir,  as  he  passed  by  the 
Christian  hut,  sang  the  song  of  the  hawk 
and  the  chick  that  strayed  from  the  mother 
hen,  and  Daud  kept  from  the  village  street. 
On  the  seventh  day  a  messenger  came,  say- 
ing the  minister  had  come  to  the  village  of 
Puran  Dass,  lying  three  miles  to  the  south. 
The  wish  of  Daud's  heart  had  come.  He 
would  take  Nadir  to  the  minister  and  ask 
him  to  lay  his  hand  on  his  head,  that  Nadir, 
too,  might  know  of  God.  Nadir  was  found 
by  the  mill-pond.  He  listened  to  Daud  and 
said:  "I  will  go  to  him,  Daud,  but  I  may 
not  leave  till  dusk.  Go  thou  a  secret  way 
through  the  fields.  My  father  has  gone  to 
the  north,  but  who  knows  if  others  watch  ?" 
Daud  went  safely  until  within  a  mile  of 
the  village  of  Puran  Dass.  There  he  was 
caught  by  the  village  priest,  beaten  and 
thrown  to  the  ground.     He  lay  there,  un- 


110     Child  Life  in  Mission  L&nds. 

conscious  and  with  a  broken  limb.  It  was 
growing  dark  when  he  came  to  himself. 
He  first  thought  of  the  pain,  then  of  Nadir. 
For  Nadir's  sake  he  must  get  to  the 
preacher. 

The  minister  at  night  was  preaching 
under  the  village  council-tree,  with  a  dim 
lamp  flickering  its  light  on  his  face.  In 
the  midst  of  his  words,  a  little  boy's  form 
dragged  itself  to  his  feet,  and  in  a  low  voice 
said,  "  Pastor,  lay  thy  hand  on  Nadir." 


Many  days  passed — seasons  of  heat  and 
seasons  of  rain  in  turn.  It  was  the  time 
for  the  sowing  of  wheat,  when  one  evening 
two  village  lads  walked  together  arm  in 
arm;  for  the  stronger  was  helping  the 
weaker  one,  who  limped,  being  lamed  for 
life.  It  was  he  who  spoke  as  the  sun's  rim 
touched  the  high  tops  of  the  trees. 
"  Thou  dost  leave  me  soon,  Nadir." 
"Fear  not,  Daud,  my  father  doth  send 
thee,  too,  with  me  to  the  school.  Thy 
father  and  mother  gave  their  word  of  con- 
sent this  morning  and  I  was  bidden  to  tell 


Daud  and  Nadir.  113 

thee  of  it.  Nay,  I  could  not  lea^e  thee,  my 
brother,  thou  who  hast  taught  all  of  us  of 
thy  Christ." 

THE  INDIAN  PEOPLE. 

In  India  at  the  pi'esent  time,  there  are 
about  one  million  Christians,  and  half  of 
these  are  Eoman  Catholics. 

The  average  Hindu  is  not  strong  physic- 
ally. Occasionally  one  is  found  who,  when 
in  good  health,  can  endure  more  and  labor 
more  than  the  boasting  Englishman.  Many 
of  them  are  weak  and  feeble,  and  subject  to 
all  forms  of  loathsome  diseases. 

There  are  few  large  cities.  About  ninety 
per  cent  of  the  people  live  in  towns  of  two 
thousand  and  less.  The  village  usually 
contains  about  five  hundred  people.  Each 
village  considers  itself  independent  of  the 
other  villages  and  the  Central  Govern- 
ment. 

The  caste  system  is  a  social  distinction 
between  different  classes  of  people.  At 
first  there  were  four  main  classes  of  people ; 
viz.,  the  priests,  the  warriors,  the  farmers, 
and  the  common  laborers.  There  are  many 
8 


il4     Child  Life  in  Mission  Lands. 

subdivisions  now.  As  high  as  twenty  thou- 
sand caste  names  have  been  reported. 

The  people  of  one  caste  have  nothing 
whatever  to  do  with  those  of  another  caste. 
As  a  result,  there  is  much  discord.  To  do 
manual  labor  is  a  disgrace.  Early  mar- 
riages are  common,  and  the  individual  has 
lost  all  of  his  originality  and  independence. 
How  can  Jesus  help  them  ? 

The  children  and  the  women  of  India 
are  among  the  most  needy  in  the  world. 
Day-schools  and  Sunday-schools,  with  their 
picture  cards,  exercises,  and  gospel  songs, 
attract  the  children.  A  lady  medical  mis- 
sionary with  her  ministering  can  reach  the 
poor,  degraded,  suffering  women. 

Questions  for  the  Lesson. 

1.  How  do  Hindu  boys  spend  their  time? 

2.  In  what  was  Daud's  God  different  from 
Nadir's  ? 

3.  What  kind  of  a  meeting  was  the  Chris- 
tian Festival  ? 

4.  Why  was  Daud  disappointed  in  the 
place  of  holding  the  festival  ? 

5.  Where  did  Daud  look  for  his  God  ? 


Daud  and  Nadir.  115 

6.  How  did  the  missionary  help  Daud  to 
find  his  God  ? 

7.  How  was  Daud's  life  changed  ? 

8.  Why  did  the  village  priest  hate  Daud  ? 

9.  What  did  Daud  do  for  his  little  friend  ? 

10.  How  and  why  did  Xadir  and  Daud 
both  go  to  school  ? 

Search  Questions  and  Themes. 

1.  Girl-wives.    Xos.  35,  73. 

2.  Little  widows.     Xos.  35,  73. 

3.  Famine  children. 

4.  A  Hindu  wedding. 

5.  The    Zenana — what   is   it?      The   life 
Within  it.     No.  35. 

6.  The    Alhambra— what   is    it?      What 
does  it  stand  for  ?     (See  Encyclopedia.) 

7.  The  market-place  in  the  cities. 

8.  The  Eiver  Ganges. 

9.  What  can  the  Gospel  do  for  the  girls 
and  women  of  India  ?    Nos.  35,  36. 

10.  Five  reasons  why  India  needs  Christ. 

Suggestions  for  Class  Use  and  the  Missionary- 
Meeting. 

1.   Let  some  member  of  the  class  pay  a 
visit  to  the  Alhambra  two  weeks  in  advance 


116     Child  Life  in  Mission  Lands. 

of  the  meeting,  and  report  it.     (See  Ency- 
clopedia.) 

2.  Hold  a  "  Question-box"  on  India. 
Let  the  members  ask  any  or  all  kinds  of 
questions.  Your  pastor  or  some  teacher 
will  be  glad  to  answer  the  questions. 

3.  Assign  to  six  or  seven  older  members 
"  Five-minnte  Talks  "  with  the  missionaries 
of  your  own  denomination  now  in  India. 
(Consult  Missionary  Society  Annual  Report 
and  current  papers.) 

4.  Appoint  an  "  Explorer."  Let  him  tell 
of  the  new  and  strange  things  he  has  seen, 
the  hardships  he  has  encountered,  etc. 

5.  Have  the  members  respond  to  roll-call 
by  giving  some  short,  pointed  fact  concern- 
ing India,  its  people,  and  the  missionary's 
work.  (Use  clippings,  reference  books,  and 
letters  from  missionaries.) 

6.  Spend  a  day  with  one  of  the  boys,  or 
with  a  girl-wife,  or  with  the  missionary. 

7.  Make  a  list  of  the  "red-letter"  days 
in  the  missionary  story  of  India.  Have 
each  member  copy  it  in  his  note-book. 


TATTERS  AND  FEITZ. 

Tatters  stood  on  the  dock  of  the  port 
of  Hamburg,  and  watched  the  busy  men 
hurrying  to  and  fro,  loading  up  a  great 
ship  which  was  soon  to  sail  for  Christiania. 
He  pulled  his  ragged  cap  down  further  over 
his  eyes,  and  shivered  a  little  as  the  rough 
wind  whistled  around  him;  for  it  was  a 
December  day,  and  Tatters  had  very  few 
clothes  on  to  keep  him  warm.  Indeed,  he 
had  earned  his  name  because  of  the  dilap- 
idated condition  of  his  garments.  Within 
his  memory  of  twelve  years  he  could  not 
recall  a  single  time  when  he  had  worn  a 
full  suit  of  clothes.  Sometimes  he  had 
shoes  and  trousers,  but  no  waistcoat;  and 
frequently  he  wore  a  coat  with  nothing 
under  it;  while  his  raiment  was  always  torn 
and  hanging  from  him  in  rags. 

All  this  troubled  Tatters  little,  for  he  was 

a  happy-go-lucky   laddie,    with   a   freckled 

nose,  tawny  hair,  very  straight  and  ill-kept, 

and  a  pair  of  eyes  which  would  twinkle  even 

117 


118      Child  Life  in  Mission  Lands. 

on  the  coldest  days  and  under  the  most  for- 
lorn circumstances.  He  was  a  general  fa- 
vorite with  all  the  other  boys  who  haunted 
the  wharves,  and  had,  thus  far,  managed  to 
evade  the  law  which  prevails  in  Germany 
that  every  child  must  go  to  school.  How 
he  had  done  this,  under  the  vigilant  eyes  of 
the  policemen,  no  one  knew.  Tatters  him- 
self cared  nothing  about  learning. 

"Hello!"  he  said,  turning  on  his  bare 
heel  to  greet  a  boy  who  ran  out  from  under 
the  shadow  of  the  big  ship.  "Where  did 
you  come  from,  Hans  ?" 

"From  the  hold  of  that  vessel,"  replied 
the  boy,  pointing  toward  the  ocean  steamer. 
"  It's  glorious  down  there,  playing  in  among 
the  bales  and  hiding  from  the  watchman. 
Come  down  and  have  a  try." 

"No,  thank  you,"  responded  Tatters, 
standing  still  in  his  place,  although  his 
merry  eyes  grew  wistful,  as  he  saw  his  friend 
go  back  to  his  game. 

Nothing  was  more  fascinating  than  those 
big  ships,  with  their  many  hiding-places 
and  their  tiny  cabins.  Tatters  had  often 
wished  that  he  could  run  away  to  sea,  ofl 


Tatters  and  Fritz.  119 

where  there  were  no  crowded  streets,  no 
brutal  men,  and  where  the  sunshine  shone 
upon  the  dancing  waves.  But  there  was  a 
reason  why  Tatters  had  not  gone  long  before 
this,  and  that  reason  was  now  coming  down 
the  narrow  path  to  the  dock. 

A  boy,  with  bent  shoulders  and  weary 
step,  passed  slowly  into  the  confusion  of  the 
ship-loading.  He  had  a  very  sweet  face, 
but  one  which  was  so  lined  with  suffering 
that  even  a  stranger  would  have  been  at- 
tracted to  it.     Tatters  sauntered  up  to  him. 

"I've  been  waiting  for  you  a  long  time, 
Fritz,"  he  said  gently,  and,  taking  the 
smaller  boy's  hand,  he  led  him  to  a  pile  of 
heavy  cases  which  were  waiting  to  be  ship- 
ped. "  Here  we  can  see  splendidly.  Get 
up  there,  old  fellow." 

By  the  help  of  Tatters's  strong  hand, 
Fritz  was  soon  seated  upon  the  top,  and 
looked  with  deep  interest  at  all  that  was 
passing.  Men  were  hastening  from  the  land 
to  the  vessel,  bearing  upon  their  backs  great 
loads  of  freight,  and  officers,  dressed  in 
spotless  uniform,  ran  back  and  forth,  shout- 
ing orders  and  scolding  lazy  sailors. 


120     Child  Life  in  Mission  Lands. 

"  If  I  were  well,  I  would  go  to  sea,"  said 
Fritz,  at  last.  "  Why  do  n't  you  go,  Tatters  ? 
You  are  strong  and  free." 

Tatters  looked  down  at  his  companion, 
and  a  queer  grimace  came  over  his  face. 
"What  would  you  do,  Fritz,  if  I  were  on 
the  other  side  of  the  water  ?" 

Fritz  drew  a  long  breath.  "I  should 
try  to  bear  it,  if  it  were  for  your  good, 
Tatters.  I  shall  never  forget  all  that  you 
have  done  for  me.  Who  else  but  you  has 
carried  me  in  his  arms  when  I  could  not 
walk,  or  staid  by  me  during  the  night  when 
my  back  was  bad?     I  shall  never  forget  it." 

"Never  mind  that,"  said  Tatters,  quite 
embarrassed.  "  Do  you  know,  Fritz,  I  saw 
something  funny  last  night.  I  was  walk- 
ing down  there  by  the  wharves,  strolling 
along,  wondering  what  I  should  do  with 
myself,  when  I  saw  a  crowd  of  sailors  en- 
tering a  room  where  was  a  bright  light. 
So  I  thought  maybe  there  might  be  some- 
thing going  on  which  I  should  not  like  to 
miss,  and  I  went  in  with  a  big  fellow,  just 
as  if  I  was  his  child.  And  it  was  so  funny, 
to    think   that  I   belonged   to    somebody! 


Tatters  and  Fritz.  121 

Sow  do  you  suppose  it  feels  to  have  a 
rather  to  take  care  of  you,  Fritz  ?" 

64 1  do  n't  know,  I  am  sure,"  replied  Fritz. 
"I  never  tried  it." 

"  Nor  I.  After  taking  care  of  myself  for 
all  these  years,  it  would  be  strange  enough 
to  live  with  somebody  who  loved  me.  And 
yet,  Fritz,": — there  was  a  little  sob  in  Tat- 
ters's  voice,  though  he  hid  it  with  a  laugh, — 
"  inside  that  hall  there  was  a  man  speaking. 
He  had  such  a  good  face,  Fritz,  with  pleas- 
ant eyes  and  a  kind  mouth ;  it  looked  as  if 
it  never  said  anything  that  was  wicked. 
He  told  about  a  Father  who  lives  in  heaven, 
who  looks  down  upon  the  earth  and  upon 
all  of  us,  big  or  little;  and  when  he  said 
that,  he  seemed  to  be  speaking  to  me,  for  I 
was  the  only  little  fellow  there.  Once 
upon  a  time  this  Father  sent  his  Son — his 
only  Son,  he  said — to  earth;  and  his  name 
was  Jesus." 

Fritz  interrupted  him  with  a  cry:  "Why, 
Tatters,  that's  the  same  one  whose  name 
was  written  up  in  the  big  church  where  \»e 
we  went  in  one  day  and  found  it  all  full  of 
greens  and  beautiful  flowers." 

o 


122     Child  Life  in  Mission  Lands. 

"And  where  they  turned  us  out  because 
we  had  n't  any  ticket,"  responded  Tatters, 
grimly.  "  Well,  it  seems  that  this  Jesus 
came  to  save  people  from  their  sins.  One 
of  the  sailors  laughed  right  out  when  the 
man  said  that,  and  shouted,  '  He  can't  save 
me,  preacher;  I'm  too  bad.'  Then  the 
man  stopped  and  looked  right  at  the  fel- 
low,— it  was  drunken  Peter;  you  know 
him  V 

Fritz  nodded. 

"The  preacher  said:  'It  is  written  in 
the  good  Book,  "Whosoever  cometh  to  me 
I  will  in  no  wise  cast  out.'"  M 

"  Is  that  all  ?"  inquired  Fritz. 

"I  don't  remember  much  else,  except 
that  the  Father  in  heaven  loves  us  all.  Did 
you  ever  hear  anything  like  it,  Fritz  ?  We 
have  a  Father,  but  he  is  in  heaven;  and  he 
loves  us,  though  it  does  n't  look  much  like 
it  sometimes,  does  it  ?" 

"No,"  replied  the  other  little  fellow. 
"If  he  did,  perhaps  my  back  would  get 
better,  and  you  would  have  some  new 
clothes !" 

Tatters  looked  down  at  his  rags  with  a 


Tatters  and  Fritz.  123 

puzzled  glance.  That  practical  side  of  the 
matter  had  not  occurred  to  him  before. 

"  0,  there  was  something  else,"  he  said; 
"I  meant  to  tell  you  about  it.  The  man 
played  on  a  sort  of  box,  and  it  was  very 
pretty,  and  then  he  sang.  I  kept  saying  it 
over  and  over  to  myself  afterwards,  so  that 
I  could  sing  it  to  you." 

"Go  ahead!"  commanded  Fritz,  leaning 
back  against  the  cases  comfortably. 

Tatters  stood  up  and  took  off  his  cap. 

"  '  I  have  a  Father  in  the  Promised  Land,'  " 

he  sang  in  a  clear  voice. 

"  '  My  Father  calls  me,  I  must  go, 

To  meet  him  in  the  Promised  Land.;  " 

"Look  out  there,  youngster!"  called  a 
voice,  and  before  any  one  could  stop  it,  or 
turn  it  from  its  course,  a  great  box  came 
down  upon  them.  Fritz  was  just  in  its 
path.  The  machinery  had  in  some  way  got 
out  of  order,  and  the  men  could  no  longer 
control  it.  Nearer  and  nearer  came  the 
box,  swung  on  the  unmanageable  crane,  and 
the  boys,  too  terrified  to  move,  crouched 
down.      Suddenly   Tatters    sprang  forward 


124     Child  Life  in  Mission  Lands. 

and  pushed  Fritz  away.  He  had  seen  the 
danger  which  threatened  the  cripple  and 
had  thrown  himself  into  his  place.  The 
box  fell,  but  Fritz  was  safe  from  harm. 
Poor  Tatters  lay  quite  senseless  when  the 
men  lifted  the  weight  from  his  leg. 

"  Is  he  dead  ?"  asked  the  officer,  looking 
pityingly  at  the  motionless  form. 

"I  don't  think  so,  sir.  We  must  get 
him  to  a  hospital." 

"Send  him  to  the  deaconesses,"  shouted 
another.     "  Here  's  the  preacher  now." 

The  same  kindly  man  who  had  told  the 
homeless  boy  of  the  Father's  love  stood 
beside  him,  and  gently  stroked  his  face. 

"0,  tell  me  he  won't  die,  sir!"  whispered 
Fritz,  clinging  to  his  arm  in  great  distress. 

The  preacher  took  the  delicate  hand  in 
his.     "Do  you  love  him  so?"  he  asked. 

"  He  has  been  so  kind  to  me,  sir;  I  can't 
tell  you.  And  just  now  he  saved  my  life. 
He  gave  his  life  for  me,  sir." 

Through  the  preacher's  mind  flashed  the 
words,  "  I  gave  my  life  for  thee;  what  hast 
thou  given  for  me  ?" 

Gently  the  men  lifted  the  boy's  body  and 


Tatters  and  Fritz.  125 

placed  it  in  the  ambulance.  All  that  day 
and  during  the  night  he  lay  unconscious  in 
the  pleasant  children's  ward  of  the  Dea- 
coness Hospital  at  Eppendorf.  The  birds 
sang  their  songs  outside  the  broad  window, 
but  he  heard  them  not.  The  sweet-faced 
women,  accustomed  to  suffering  and  pre- 
pared to  soothe  it,  bent  over  him,  but  the 
blue  eyes  never  opened. 

Just  as  the  dawn  crept  through  the 
window,  the  deaconess  who  was  sitting  qui- 
etly beside  her  charge  heard  a  voice  singing. 
The  words  were  familiar  to  her: 

"  I  have  a  Father  in  the  Promised  Land. 
My  Father  calls  me,  I  must  go, 
To  meet  him  in  the  Promised  Land." 

"  Thou  shalt  not  go  yet,  my  boy,"  she 
said,  and  Tatters  looked  up  into  her  face. 

"Where  am  I!  Is  Fritz  dead?  Is  this 
heaven,  where  the  man  said  the  Father 
lived  ?" 

The  eyes  of  the  deaconess  filled  with  tears, 
and  she  bent  down  and  kissed  the  lad, 
whose  brow  had  not  been  pressed  by  wo- 
man's lips  for  many  a  long  day. 


126      Child  Life  in  Mission  Lands. 

"  Fritz  is  not  dead,  my  boy,  and  thou  art 
not  in  heaven  yet,  though  I  trust  that, 
when  thy  Father  calls  thee,  thou  wilt  be 
ready  to  go  to  see  him  in  that  beautiful 
home." 

It  would  take  too  long  to  tell  you  of  the 
days  which  Tatters  spent  under  the  charge 
of  the  good  deaconesses  out  at  pleasant 
Eppendorf,  or  of  the  songs  which  he  learned, 
and  the  beautiful  stories  which  they  told 
him  of  the  love  of  Jesus.  He  put  them  all 
away  in  his  mind,  to  tell  to  Fritz  when  he 
should  see  him  again. 

One  day,  when  the  spring  had  come  and 
the  daffodils  and  violets  were  blossoming  in 
the  garden  of  the  hospital.  Tatters  was 
dressed  in  a  whole  new  suit.  He  looked  at 
himself  admiringly. 

"Do  you  know,  sister,"  he  whispered,  as 
he  put  his  arm  around  her  neck,  "that  I 
never  had  a  suit  of  clothes  before  V" 

She  held  him  close. 

"  I  think  it  must  be  the  Father  in  heaven 
who  sent  it  to  me,"  he  continued,  and  then 
he  looked  up  to  see  Fritz  smiling  at  him 
and  holding  tightly  to  the  preacher's  hand. 


Tatters  and  Fritz.  127 

When  the  two  boys  were  left  alone,  they 
sat  very  still  for  a  long  time. 

Then  Fritz  said,  with  a  break  in  his 
voice,  "I  can't  thank  yon,  Tatters;  you 
saved  my  life." 

"  0,  come  now,  Fritz,"  said  Tatters, 
laughing.  "  But  look  here,  I  'm  not  going 
to  be  Tatters  any  more;  I  know  about  the 
Father  in  heaven,  Fritz,  and  I  '11  tell  you 
all  about  him  some  day.  And  if  I  have  a 
Father  there,  I  must  do  something  to  make 
him  proud  of  me,  so  I  'm  going  to  study 
and  when  I  get  big  I  shall  tell  others  about 
how  he  loves  us  and  how  he  sent  his  only 
Son  to  save  us.  He  must  have  loved  us 
very  much,  Fritz,  to  do  that." 

There  was  silence  again,  and  a  merry  little 
bird  outside  in  the  cherry  blossoms  sang 
her  melody  all  through. 

"My  name  is  John,  now,  Fritz." 

"I  shall  forget  that,  Tatters — John,  I 
mean — but  I  '11  never  forget  what  you  've 
done  for  me." 

"  Nor  about  the  Father,  Fritz." 

"  No,"  said  the  little  cripple,  softly. 


128      Child  Life  in  Mission  Lands. 

EUROPE. 

Mission  stations  in  Europe  are  located  in 
the  following  countries:  Germany,  Bui* 
garia,  Austria,  Italy,  France,  Spain,  Nor- 
way, Sweden,  Denmark,  Finland,  and 
Switzerland. 

Five  American  missionary  societies  have 
work  in  Papal  Europe.  Most  of  the  field 
is  occupied  by  fourteen  British  societies. 

In  Italy,  Spain,  France,  and  Austria,  the 
work  of  the  Protestant  missionary  is  against 
the  tyranny  of  the  Papal  Church. 

The  missionary  Church,  with  its  pure, 
simple,  free,  primitive  gospel,  wins  the 
hearts  of  people  who  have  long  been  bound 
by  the  alliances  and  rituals  of  "  State  "  or 
"  historic  "  Churches. 

Missionaries  from  American  Churches 
have  been  the  starters  of  nearly  every  re- 
form on  the  Continent  of  Europe.  These 
reforms  include  temperance,  free  Bibles, 
work  among  sailors,  deaconess  work,  etc. 

The  need  is  represented  in  Christiania, 
Norway.  That  city  has  250,000  people. 
The  churches  of  the  city  accommodate 
only  20,000  people. 


Tatters  and  Fritz.  129 

Spain  has  sixty-five  Catholic  cathedrals 
and  30,000  Catholic  churches  and  the  like. 
It  has  a  population  of  18,000,000,  and  not 
half  of  them  can  read  and  write. 

Questions  for  the  Lesson. 

1.  Locate  on  the  map  of  Europe  the 
cities  of  Hamburg  and  Christiania. 

2.  Describe  the  general  appearance  of 
Tatters. 

3.  "Why  were  Tatters  and  Fritz  such  great 
friends  ? 

4.  What  was  lacking  in  the  lives  of  both 
boys  ? 

5.  What  was  the  missionary's  message  to 
Tatters  at  the  mission  house  ? 

6.  From  what  church  were  the  boys 
turned  out  ? 

7.  What  was  there  in  the  song  that  Tat- 
ters liked  ? 

8.  What  did  the  missionary  preacher  do 
besides  preaching? 

9.  What  do  the  deaconesses  do  for  the 
people  ? 

10.  Do  the  children  of  Papal  Europe 
need  the  gospel  "f  Christ  ? 

9 


130     Child  Life  in  Mission  Lands. 

Search  Questions  and  Themes. 

1.  Missionaries  in  Europe — Robert  McAll, 
William  Nast,  William  Bent,  Albert  Clark, 
Miss  Ellen  Stone,  etc.  Nos.  58,  59,  60, 
61,  62. 

2.  Miss  Stone's  capture  and  release  in 
Bulgaria. 

3.  A  Spanish  cathedral. 

4.  The  Pope  and  the  Vatican.  No.  44, 
and  any  Encyclopedia. 

5.  Christianity  in  Home.  (See  Reports 
of  your  Missionary  Society.) 

6.  Persecutions  of  Christians  in  Europe. 

7.  The  Catholic  Church  in  France. 

Suggestions  for  Class  Use  and  the  Missionary 
Meeting. 

1.  The  importance  of  this  field  easily 
justifies  its  place  in  our  program  of  study. 
The  best  class-work  can  be  done  by  taking 
up  the  work  of  the  separate  denominations. 
For  Methodists,  the  field  is  specially  inter- 
esting. Read  your  denominational  "  Re- 
port." 

2.  Let  five  or  six  members  write  short 
essays  on  the  following  subjects:  Child 
Life,    Home   Life,    Form   of    Government, 


Tatters  and  Fritz.  131 

Schools.     Apply  these  subjects  to  the  dif- 
ferent countries. 

3.  The  lesson  offers  the  best  kind  of  map 
work:  Make  the  outline  maps  large.  Mark 
the  capitals  with  a  star ;  the  mission  stations 
with  pure  white  paper  flags.  If  possible, 
have  small  flags  of  each  nation,  and  "raise 
the  flag  on  each  capital."  Put  a  large  cross 
at  Rome. 

4.  Take  advantage  of  this  lesson  to  pre- 
sent the  evils  of  Roman  Catholicism  in 
Europe. 

5.  .Secure,  if  possible,  some  one  who  has 
traveled  in  Europe  to  conduct  a  question 
box,  or  tell  the  class  of  his  European  jour- 
neys, especially  that  which  concerns  the 
life  of  the  boys  and  girls. 

G.  By  all  means  have  a  "  Xew's  Reporter  " 
for  this  lesson.  Let  him  report  the  con- 
dition of  your  denominational  work  at  the 
important  stations. 

7.  The  Methodists  will  interest  their 
classes  in  the  fine  mission  building  in 
Rome. 


PAI  CHAI  HAKDANG. 

"  Hall  for  Rearing  Useful  Men." 

The  children  one  sees  playing  on  the 
streets  of  Korean  cities  are  nearly  all  sur- 
vivors of  the  fittest,  as  the  vast  majority 
die  in  infancy,  because  of  the  ignorance  of 
the  mothers  and  grandmothers. 

About  the  year  1880,  before  Korea  was 
open  to  foreigners,  in  the  city  of  Seoul, 
there  came  a  little  baby  boy  to  the  house  of 
a  Korean  nobleman.  There  were  already 
eight  children  born  to  them;  but  one  by 
one  they  had  been  carried  outside  of  the 
city,  in  the  early  dawn,  to  be  buried  in  a 
shallow  hole  in  the  ground.  The  mother 
might  not  even  see  its  little  face  after  the 
child  had  died !  Lest  the  spirits  be  angry, 
the  father  hurriedly  bound  it  up  in  some 
straw,  and  alone,  or  perhaps  with  a  servant, 
made  the  lonely  trip  to  the  vast  city  of  the 
dead. 

Now,  lest  the  evil  spirit  which  had  ruled 
132 


Pai  Chai  Hakdang.  185 

the  household  so  long,  should  think  that 
the  parents  loved  this  little  fellow  and 
wanted  to  keep  him,  the  mother  and  grand- 
mother together  decided  to  name  him 
Toajie,  "Pig."  Evil  spirits  can  be  cheated, 
and  in  the  minds  of  the  Song  family  it  was 
a  success,  for  the  boy  survived  the  hundred 
days  in  which  he  was  kept  lying  flat  on  his 
back  on  a  stone  floor,  under  which  a  gentle 
fire  was  kindled  from  time  to  time.  He 
lived  through  the  after  months,  which  he 
spent  mostly  strapped  to  the  back  of  a 
small  boy,  who  played  "hop-skotch,"  as 
well  as  "tag,"  and  kite  flying,  and  a  few 
other  things,  which  he  did  regardless  of 
the  way  the  baby's  head  bobbed  and  rolled 
around. 

When  summer  came  and  Toajie  was  given 
raw  mellons,  cucumbers,  and  such  things 
to  eat,  as  the  custom  is  in  Korea,  he  de- 
clined with  his  sweetest  baby  smile,  and  so 
the  evil  spirit  grew  tired  of  waiting  for 
such  a  lad,  and  left  the  house  forever. 

In  the  summer  he  was  dressed  like  other 
boys,  in  a  pair  of  low  shoes  and  a  jacket. 
Even  this  clothing  was  thrown  aside  in  July, 


136      Child  Life  in  Mission  Lands. 


for  the  perfect  freedom  of  making  mud  pies 
and  building  dams.  July  is  the  month  when 
all  Korea  rejoices  to  see  the  heavens  open 


Summer  Stkaw  Hats. 
and   send  down  the  lifegiving  rain,  which 
floods    the    rice-fields,    thus    insuring    the 
food-crop  for  the  year. 

Toajie's  father  was  a  learned  man  in  the 


Pai  Chai  Hakdang.  139 

government  service.  When  the  lad  was 
eight,  the  father  decided  that  the  study  of 
the  Ancient  Chinese  Classics  was  not  enough 
for  his  son,  and  that  he  would  send  him  to 
the  new  school  where  English  was  taught, 
even  though  there  was  some  risk  of  his 
being  taught  the  "Jesus  doctrine."  The 
father  liked  the  teacher  of  this  school,  hav- 
ing met  him  several  times,  and  he  decided 
that  a  man  with  such  a  genial  manner  and 
with  whom  he  could  enjoy  such  a  hearty 
laugh  could  not  be  very  dangerous. 

It  almost  broke  two  hearts  to  part  with 
the  boy;  but  they  found  comfort  in  making 
the  little  jackets  of  fancy  silk,  and  trousers 
of  white  cotton  quilted  with  many  a  stitch, 
and  tied  at  the  ankles  with  colored  ribbons. 
His  hair  was  parted  in  the  middle  and 
braided  in  a  single  plait  down  his  back,  and 
when  he  had  donned  his  long  coat  of  dark- 
blue  silk  gauze,  he  looked  for  all  the  world 
like  a  little  girl!  To  me  he  did,  before  I 
knew  that  all  little  Korean  schoolboys  wear 
their  hair  that  way,  and  dress  as  nearly  like 
him  as  they  are  able. 

The  years  went  by  happily  at  the  school 


140      Child  Life  in  Mission  Lands. 

on  the  hill.  True,  he  had  to  learn  the  Cate- 
chism, Apostles'  Creed,  The  Lord's  Prayer, 
and  the  whole  of  St.  John's  Gospel  in 
Korean;  but  then,  when  boys  can  sit  with 
their  legs  curled  under  them  and  weave 
back  and  forth,  all  yelling  their  lessons  at 
once  at  the  top  of  their  voices,  they  can  pat 
in  considerable  study,  and  not  know  that  it 
is  work. 

Nearly  all  the  boys  had  to  work  several 
hours  a  day  in  the  mission  press  and  bindery 
connected  with  the  school,  in  order  to  pay 
for  their  board  and  clothing;  but  as  Toajie's 
father  paid  for  him,  he  had  leisure  for  him- 
self. In  the  school  compound  there  was  a 
very  broad  well,  and  to  play  on  the  edge  of 
this  was  a  delight.  One  day  he  leaned  over 
too  far  and  went  head  over  heels  into  the 
well.  Being  promptly  rescued,  this  did  not 
impress  him  as  much  as  it  did  his  father, 
whose  gratitude  that  his  son  was  spared  to 
him  was  beyond  expression,  and  he  began 
to  think  of  some  practical  way  of  showing  it. 

Being  high  in  the  king's  favor,  the  father 
brought  to  his  attention  the  very  valuable 
work  Pai  Chai  College  was  doing.     It  was 


Pai  Chai  Hakdang.  141 

made  so  clear  to  His  Majesty,  that  Toajie's 
father  was  made  a  special  messenger  to  re- 
quest that  the  government  be  allowed  to 
place  pupils  in  the  school  at  a  price  to  be 
agreed  upon.  This  was  carried  out,  and 
thus  it  came  about  that  Pai  Chai  College 
was  practically  supported  for  seven  years 
by  a  heathen  king,  who  paid  to  have  his 
boys  taught  what  he  knew  to  be  Christian 
teaching. 

A  little  while  before  Toajie's  birth,  two 
other  little  people  came  to  Korea  to  live. 
One  was  a  girl  baby  who  came  to  a  home 
already  too  full,  and  to  parents  whose  hearts 
had  no  love  for  her.  She  grew  to  be  a  per- 
fect elf,  apt  at  dodging  blows,  and  most  of 
the  time  was  to  be  found  on  the  streets. 
She  had  no  caste  to  lose,  and  nobody  would 
have  cared  had  she  been  stolen  and  sold 
into  slavery. 

When  she  was  about  ten,  her  mother 
heard  that  there  was  an  American  lady  who 
would  take  girls  and  clothe  and  feed  them. 
This  was  an  opportunity  to  get  rid  of  little 
Koemie.     Although  they  believed  that  she 


142     Child  Life  in  Mission  Lands. 

might  be  killed  and  her  eyes  used  to  make 
medicine  for  the  foreign  doctor,  it  was  no 
reason  for  not  sending  her.  So  Koemie 
became  the  first  pupil  of  Ewa  Hak  Tang. 

To  tame  her  required  all  the  energies  of 
the  teacher  for  several  months;  but  that 
training  has  lasted  from  that  time  until 
this.  It  goes  that  way  in  the  Orient.  One 
well  taught  teaches  others;  and  as  one  by 
one  other  girls  came,  Koemie  felt  the  re- 
sponsibility of  their  training,  and  laid  aside 
her  elfish  tricks  to  become  the  right  hand 
of  the  teacher  she  loved  so  well. 


The  third  was  the  son  of  a  fisherman, 
and  smelled  of  the  sea.  With  sunburned, 
freckled  face,  and  all  his  worldly  goods  in 
a  small  bundle  upon  his  back,  he  applied  to 
Pai  Chai  for  admission.  He  had  come  fifty 
miles  in  an  open  boat  from  the  island  of 
Quelpart,  and  was  eager  for  learning,  hav- 
ing already  a  considerable  knowledge  of 
Chinese. 

He  had  no  money  but  would  work.  Be- 
ing given  some  portion  of  the  Scriptures  to 
translate,  he  took  it  to  his  apartment,  read 
it,   and,   with  grief  and  fear,  returned  it, 


Pai  Chai  Hakdang.  145 

saying  he  did  not  dare  to  have  such  a  book 
in  his  possession.  But  the  seed  had  entered 
good  ground,  and  the  words  he  had  read 
would  not  leave  him,  but  so  worked  upon 
him  that  he  was  soon  glad  to  copy  the  book, 
and  became  a  zealous  Christian. 

"When  he  had  finished  his  school  course 
he  married  our  little  Koemie,  this  being 
the  first  wedding  of  a  Christian  boy  and 
girl  from  the  schools,  and  it  was  a  great 
event. 

Before  Mr.  and  Mrs.  Kang  made  a  home 
for  themselves,  they  made  a  visit  to  Quel- 
part,  to  tell  the  people  there  of  Jesus.  They 
were  the  first  Protestant  Christians  to  take 
the  message  to  that  island. 

Upon  their  return  he  became  a  teacher  in 
Pai  Chai,  and  they  made  a  little  home  for 
themselves,  and  God  gave  them  two  chil- 
dren. Thus  is  being  founded  a  new  Korea, 
which  owns  Christ  for  its  King. 

KOREA. 
"  THE  LAND  OF  THE  MORNING  CALM.5' 

It  resembles  our  own  Florida. 
Has  an  area  of  84,000  square  miles.    Com- 
pare with  Japan. 
10 


146     Child  Life  in  Mission  Lands. 

It  is  inhabited  by  about  12,000,000  peo- 
ple.    How  many  to  the  square  mile  ? 

One  hundred  and  forty-one  missionaries 
are  now  working  in  Korea. 

Its  climate  is  one  of  the  best  in  the  world. 
In  the  summer  it  is  hot  and  rainy,  but  al- 
ways plenty  of  sea-breeze.  The  winters  are 
dry  and  healthful. 

The  common  dress  color  is  white,  and 
little  or  no  wool  is  worn. 

The  boys  part  their  hair  in  the  middle, 
and  wear  it  in  a  long  braid. 

The  children  are  very  fond  of  games. 
They  go  to  picnics,  use  the  bow  and  arrow, 
and  play  with  brass  gongs  and  tambourines. 
They  also  dance,  gamble,  and  barter  away 
their  wives. 

The  people,  before  they  become  Chris- 
tians, worship  their  ancestors  by  placing 
food,  drink,  and  tobacco  in  the  room  where 
the  dead  once  lived.  They  also  worship 
spirits  or  demons  that  are  supposed  to  live 
in  nests  of  straw,  etc.,  built  for  them  in  the 
houses  and  trees. 

The  United  Presbyterian  Church  of  Scot- 
land sent  the  first  missionaries  to  Korea. 


Pai  Chai  Hakdang.  147 

This  was  in  1873.  Dr.  H.  N.  Allen,  of  the 
Presbyterian  Church,  was  the  first  mission- 
ary to  reside  there.     He  arrived  in  1884. 

One  of  the  emperor's  sons  is  at  present  in 
this  country,  to  be  educated  ia  one  of  our 
leading  Christian  schools. 

Medical  missions  have  done  much  for 
Korea.     Learn  about  the  work  of  Dr.  Allen. 

Questions  for  the  Lesson. 

1.  What  is  the  fate  of  most  Korean 
children  ? 

2.  "Why  do  the  parents  do  this  ? 

3.  How  are  Korean  boys  dressed  ? 

4.  What  is  the  "Jesus  doctrine?" 

5.  Describe  Toajie's  life  at  school. 

6.  Why  did  the  king  support  the  college  ? 

7.  How  did  Koemie  get  started  to  school? 

8.  What  led  to  Koemie's  marriage  to 
Mr.  Kang  ? 

9.  How  were  their  lives  changed  ? 

10.  What  is  the  missionary's  most  im- 
portant work  in  Korea  ? 

Search  Questions  and  Themes. 

1.  Korea's  farm  products. 

2.  The  Korea-American  "war." 

3.  The  island  of  Quelport. 


148      Child  Life  in  Mission  Lands. 

4.  Dr.  Allen  and  his  work  for  missions. 

5.  The  Roman  Catholic  Church  in  Korea. 
G.  What  the  gospel  can  do   for   Korea's 

children.     No.  50. 

7.  Why  Korea  is  called  the  Hermit  Na- 
tion. 

Suggestions  for  Class  Use  and  the  Missionary 
Meeting. 

1.  Make  your  outline  map  show  the  po- 
sition of  Korea  with  reference  to  Japan, 
China,  and  the  Philippine  Islands. 

2.  Have  one  member  of  the  class  write 
a  letter  to  a  missionary  in  Seoul.  Let  an- 
other assume  the  part  of  the  missionary, 
and  reply. 

3.  Divide  the  class  into  two  divisions. 
Let  one  question  the  other  on  missionary 
work  in  Korea;  the  leader  acting  as 
-judge." 

4.  Compare,  by  statistics  on  blackboard, 
Korea  and  Minnesota. 

5.  Let  some  member  tell  the  difference 
between  Korean  and  Chinese  children. 


YO  IIACHI. 


As  we  were  returning  to  America  in  1891, 
a  number  of  us  were  one  day  standing  on 

the  main  deck 
of  the  vessel, 
looking  d  o  w  n 
throug  h  the 
open  hatchway 
into  the  steerage 
quarters.  For 
the  sake  of  light 
and  air  there  is 
sure  to  be  a 
crowd  there  at 
any  hour.  Some 
were  reading, 
some  lounging, 
and  more  gamb- 
ling. Gambling 
is    the    chief 


The  East  and  the  West. 


pleasure  of  Chinese  passengers.   There  were, 

besides  the  Chinese,  a  number  of  Japanese 

in  the  steerage.     There  stood  near  me  an 

149 


150     Child  Life  in  Mission  Lands. 

English  missionary  from  India,  who,  with 
his  American  wife,  was  going  home  on  fur- 
lough. He  thought  the  Japanese  most  in- 
teresting, and  never  tired  watching  them. 
Presently  he  turned  and  smilingly  said: 
"These  people  are  very  quaint  and  have 
such    queer    little    faces.     They    look    as 


] 

J^Ji 

iinjifl 

■£   .4 

y  |f* 

[j/^^j^^ 

A  "  Paradise  of  Babies." 

though  their  eyes  had  been  forgotten,  and  a 
slit  cut  and  their  eyes  slipped  in  afterward." 
Japan  has  been  very  aptly  called  the 
"Paradise  of  Babies,"  and  it  certainly  is 
true  that  much  is  done  for  their  pleasure. 
Childhood  is  the  same  the  world  over.  The 
Japanese  child  is  easily  led,  easily  taught; 
but  his  heart  is  selfish,  and  he  is  bound  to 
have  his  own  way  if  he  can  get  it,  just  the 


Yo  Haciii.  151 

same  as  any  American  child.  In  Japan  the 
child  often  rules  the  whole  house.  Many 
years  ago  our  missionary  was  out  in  the 
country  on  one  of  his  preaching  tours,  and 
at  one  place  stopped  with  the  head  man  of 
the  village,  who  was  quite  well  off.  There 
was  in  the  family  an  only  child — a  fine, 
bright  little  fellow  of  about  three  years  of 
age.  Everything  and  everybody  had  to 
give  way  to  this  youngster.  During  one  of 
his  visits,  the  missionary  was  awakened  in 
the  middle  of  the  night  by  the  noise  of  the 
doors  being  opened  and  shut,  the  hurried 
running  of  feet,  and  saw  the  flitting  to  and 
fro  of  lanterns  outside.  Finally  everything 
was  quiet  and  he  went  to  sleep.  In  the 
morning  he  learned  the  cause  of  the  excite- 
ment: The  roguish  little  boy  had  awak- 
ened and  demanded  to  be  taken  out  in  a 
boat  for  a  sail  upon  the  pond  near  the 
house.  The  foolish  parents,  instead  of  giv- 
ing him  a  good  dose  of  "  spankweed  tea," 
had  the  nurse  and  other  servants  called  to 
take  him  for  his  ride.  The  child  was  not 
so  much  to  be  blamed  as  his  parents.  The 
boy  did  not  care;  he  wanted  the  fun  and  he 


152     Child  Life  in  Mission  Lands. 

got  it.  The  parents  think  that  there  is  not 
much  of  good  in  boys.  This  is  their 
greatest  wrong.  Nowhere  can  there  be 
found  brighter,  more  ambitious  children 
than  in  Japan.  Their  little  black  eyes  will 
fairly  snap  when  competing  with  each  other 
in  school  work. 

When  the  missionaries  first  went  to 
Japan  they  could  not  find  any  girls  to  teach, 
as  the  people  believed  in  teaching  only  the 
boys.  One  lady,  seeing  she  could  not  get 
girls,  said  she  would  teach  boys,  and  so 
opened  a  school  in  1870,  and  taught  only 
boys  for  about  two  years.  In  the  meantime 
she  found,  here  and  there,  parents  who 
were  willing  to  have  their  little  girls  edu- 
cated. 

One  day,  to  the  .amazement  of  the  boys, 
the  lady  said,  "  Now,  boys,  after  next  week 
you  can  not  come  to  this  school,  as  I  am 
going  to  teach  only  little  girls;  but  my 
husband  will  open  a  school  for  boys.'" 
Once  the  lady  saw  one  very  bright  little 
fellow  intently  writing  on  his  slate,  and 
then  come  holding  it  out  for  her  to  read. 
There  in   good,  plain   English  were  these 


S       1 


Yo  Hachi.  155 

words,  "1  am  a  woman."  Sure  enough, 
"  a  woman  "  she  was  and  had  been  all  these 
two  years,  and  a  woman  she  intended  to 
remain,  even  though  she  had  worn  boy's 
clothes  and  had  followed  the  boy  style  of 
cutting  the  hair.  Her  education  meant 
more  than  the  cut  of  the  hair  or  the  fashion 
of  the  gown.  When  the  new  school  for 
girls  was  opened,  she  was  there,  dressed  as 
all  the  other  demure  little  maids.  To  teach 
these  boys  and  girls  is  the  great  work  of 
the  missionary  in  Japan.  The  results  are 
ofttimes  big  enough  to  put  away  any  doubts 
concerning  the  value  of  such  work.  Among 
these  quaint  little  fellows  was  "  Yo  Hachi," 
now  a  resident  of  one  of  our  great  Amer- 
ican cities. 

He  was  born  near  the  old  castle-town  of 
Shirakawa  (White  Eiver),  about  one  hun- 
dred and  twenty  miles  north  of  Tokio. 
Missionaries  began  work  in  the  town  about 
1884.  In  the  crowd  that  stood  or  sat  about 
the  missionary,  was  this  young  boy  named 
"  Yo  Hachi."  He  was  a  rosy-cheeked,  hand- 
some lad,  with  the  most  bewitching  big, 
brown  eyes.     It  did  one  good  to  look  into 


156     Child  Life  in  Mission  Lands. 

his  honest  face,  it  was  so  full  of  life  and 
honest  endeavor.  In  1887  there  was  an 
eclipse  of  the  sun,  and  as  the  town  of 
Shirakawa  was  one  of  the  places  where  the 
eclipse  would  be  total  for  several  minutes, 
it  was  selected  by  the  astronomers  from 
America  as  the  one  from  which  to  make 
observations.  Foreigners  from  many  coun- 
tries and  nations  by  the  hundreds  nocked 
there  to  see  the  mysterious  darkening  of  the 
sun.  It  was  a  great  day  for  the  old  castle- 
town;  but  it  was  a  greater  day  for  Yo 
Hachi,  as  it  opened  for  him  the  door  of 
hope  into  a  broader,  better  life.  His  bright 
face  and  courteous  manner  attracted  the 
attention  of  one  of  the  missionaries,  who 
saw  there  was  pluck  and  worth  in  the  lad, 
and  that  all  he  needed  was  a  chance  in  the 
world.  Finding  Yo  Hachi  was  a  member 
of  the  Church,  he  came  to  see  if  some  ar- 
rangement could  not  be  made  to  have  him 
enter  the  mission  school  in  Tokio.  This 
friend  said  he  would  give  a  certain  sum 
each  month  toward  his  support,  and  we 
said  we  would  do  something  also,  and  in 
this  way  the  boy's  education  was  assured. 


YoHachi.  159 

He  was  a  most  enthusiastic  student,  and 
worked  hard  every  day.  He  was  not  spoiled, 
but  was  made  to  depend  upon  his  own  ex- 
ertions.    Bravely  did  he  do  his  part. 

One  summer  he  secured  permission  to 
collect  funds  for  some  charitable  institution, 
and  he  was  to  receive  a  certain  amount  of 
the  money  as  his  pay.  He  went  out  to 
Karni-Tawa,  the  great  summer  resort  for 
foreigners,  and  did  well  in  his  attempts. 
While  there  he  was  in  the  home  of  one  of 
our  faithful  missionaries,  and  she  has  told 
of  his  brave  struggles  to  earn  his  own 
money.  His  courage  was  magnificent,  and 
amid  all  his  trials  he  remained  steadfast  in 
his  Christian  life,  and  graduated  from 
Aoyama  College  in  1893,  and  took  one  year 
of  post-graduate  work.  He  was  then  ready 
for  active,  useful  manhood.  His  business 
life  has  been  most  with  steamship  com- 
panies. For  a  year  or  two  he  was  assistant 
purser  on  one  of  the  regular  liners  running 
between  Hong-Kong  and  San  Francisco. 
His  health  would  not  allow  him  to  live  at 
sea,  so  the  company  transferred  him  to  their 
general  office,   where  he  is  now  engaged. 


160      Child  Life  in  Mission  Lands. 

He  appreciates  the  kindness  of  those  who 
helped  him  while  being  educated,  and  never 
forgets  his  old  teachers.  Twice  during  the 
year  he  has  sent  boxes  of  raisins  and  oranges, 
to  be  divided  among  us  all. 

Since  leaving  college  he  has  founded  and 
is  supporting  a  scholarship  in  the  college, 
and  has  named  it  the  "McCarter  Scholar- 
ship," in  memory  of  the  old  missionary  who 
first  made  it  possible  for  him  to  be  educated. 
By  this  means  some  young  man  may  be  able 
to  attend  school  every  year. 

At  Christmas  time  he  sent  us  a  fine  letter, 
in  which  he  said:  "When  I  think  of  my 
home  I  naturally  think  of  Aoyama.  I  al- 
ways think  of  you  who  have  been  so  kind, 
to  me,  and  these  thoughts  always  encourage 
me  when  in  sorrow,  and  bind  me  close  to 
Him.  I  can  not  feel  to  grateful  for  what 
you  have  done  for  me.  Some  twelve  years 
ago,  when  you  were  leaving  for  America,  I 
was  one  of  those  who  went  to  Shinbaski 
Station  to  see  you  off.  Just  when  the  train 
was  about  to  move,  Mrs.  S.  turned  to  me 
and  said,  '  Be  always  a  good  boy,  and  be  a 
Christian.'     Indeed,    I   can  not  forget  the 


Yo  Hachi.  161 

words,  and  I  can  not  but  be  a  Christian  so 
long  as  I  remember  the  words." 

Young  people,  such  are  the  boys  of 
Japan;  and  will  you  not  do  your  part  in 
helping  them  to  the  right  start  in  life  ? 

Questions  for  the  Lesson. 

1.  What  is  noticeable  in  the  appearance 
of  the  Japanese  ? 

2.  Why  is  Japan  called  the  "  Paradise  of 
Babies?7' 

3.  In  what  are  the  boys  more  favored 
than  the  girls  ? 

4.  What  is  the  great  work  of  the  mis- 
sionary in  Japan  ? 

5.  How  did  the  missionaries  find  "  Yo 
Hachi  ?" 

6.  Why  is  it  important  that  the  Japanese 
students  be  lead  to  know  Jesus  ? 

7.  How  did  "Yo  Hachi"  show  his 
ability  ? 

8.  How  did  he  express  his  gratefulness  ? 

9.  How  can  we  help  the  boys  and  girls  of 
Japan  ? 

10.  How  are  Japanese  children  different 
from  Chinese  ? 

11 


162      Child  Life  in  Mission  Lands. 

JAPAN    (And  Outlying  Islands) 

"  THE  KINGDOM  OF  THE  RISING  SUN." 

Has  an  area  of  161 ,198  square  miles. 

Had  46,543,249  inhabitants  in  1898. 

There  are  288  people  to  every  square  mile 
of  laud. 

Buddhism  is  the  greatest  rival  of  the 
Christian  religion. 

Forty-seven  different  missionary  societies 
work  in  Japan.  There  is  one  foreign  mis- 
sionary to  every  60,172  people. 

One  hundred  and  forty-eight  Christian 
day-schools  contain  8,794  pupils.  How 
many  in  your  own  State  ? 

The  Empire  of  Japan  includes  five  large 
islands  and  about  2,000  smaller  ones. 

More  rice  can  be  raised  per  acre  in  Japan 
than  elsewhere  in  the  world. 

The  Japanese  are  strong  physically;  intel- 
lectual, polite,  and  very  patriotic. 

The  first  Protestant  missionary  began 
work  in  1859.  The  first  church  was  started 
in  Yokohama  in  1872,  and  consisted  of 
eleven  young  men. 

The  treaty  of  Commodore  Perry  in  1854 
opened  the  doors  of  Japan  to  commerce, 
civilization,  and  the  truth  of  the  Gospel. 


Yo  Hachi.  163 

Japan  contains  16  boys'  boarding-schools, 
with  2,270  pupils ;  45  girls'  boarding-schools, 
with  3,361  pupils;  949  Sunday-schools,  with 
36,310;  16  theological  schools,  with  120 
students;  and  eight  dispensaries. 

Search  Questions  and  Themes. 

1.  The  Japanese  Home. 

2.  The  Family  Circle. 

3.  Japan's  seaport  towns. 

4.  Tokio,  the  capital. 

5.  The  mountain  scenery  of  Japan. 

6.  The  Japanese  student. 

7.  Games  for  boys  and  girls.  51,  54,  55, 
56,  57. 

8.  The  China  and  Japan  war. 

9.  Why  are  Japanese  called  the  Americans 
of  the  East  ? 

10.  Why  is  the  ministering  of  the  gospel 
in  Japan  very  urgent  ? 

Suggestions  for  Class  Use  and  the  Missionary 
Meeting. 

1.  In  drawing  the  outline  map  of  Japan 
disregard  the  smaller  islands.  The  main 
outline  of  the  form  of  the  five  larger  islands 
is  what  is  needed. 

2.  Mark  mission  stations  and  names  of 
missionaries  as  before. 


164     Child  Life  in  Mission  Lands. 

3.  Draw  on  the  blackboard  a  large  square. 
Divide  this  with  400  smaller  squares  (20  x  20). 
Each  square  represents  1,000,000  people, 
the  whole  the  population  of  China.  Color 
in  red  40  squares  in  one  corner.  These 
represent  Japan's  population.  Then  put 
in  United  States  in  another  color,  and  so 
on  until  all  are  taken. 

4.  Let  some  member  go  "sight-seeing" 
in  Tokio  and  report  what  is  seen. 

5.  Let  another  leave  America  as  a  mis- 
sionary under  appointment  to  Nagasaki. 
Describe  outfit,  preparation,  sailing  on  sea, 
and  arrival. 

6.  Have  an  "information  box."  Let  the 
members  write  one  sentence  concerning 
Japan.  Collect  the  slips,  and  then  read 
aloud. 


MAP   DRAWING   AND    BLACKBOARD 
WORK. 

In  either  class  or  missionary  meeting, 
missionary  lessons  can  be  taught  and  im- 
pressed no  more  effectively  than  by  a  large 
use  of  maps  and  the  blackboard.  Boys  and 
girls  become  more  or  less  familiar  with  the 
maps  of  the  various  countries  in  the  public 
schools.  Their  interest  is  not  a  missionary 
interest.  To  give  them  a  missionary  inter- 
est in  each  country  is  our  aim. 

1.  Materials.  Plain  manilla  paper  cut 
to  a  convenient  size,  colored  soft  pencils, 
colored  crayon,  ink  and  pens,  a  measuring 
rule,  some  twine,  any  up-to-date  common 
school  geography.  With  these  materials 
you  can  make  splendid  maps. 

2.  Drawing  the  Maps.  Usually  should 
be  done  at  home  by  the  pupils.  Occasion- 
ally, it  should  be  done  before  the  class  in 
an  offhand  way.  Plain  outline  work  is 
always  the  best.     Do  not  put  on  the  maps 

165 


166      Child  Life  in  Mission  Lands. 

numerous  details  which  will  detract  from 
the  points  to  be  emphasized.  By  marking 
off  squares  the  outline  of  any  country  or 
district  can  easily  be  traced.  Then,  by 
gummed  stars  or  labels,  or  by  colored  pencil- 
marks,  the  principal  cities  and  mission  cen- 
ters should  be  indicated.  Other  points  of 
interest  can  be  indicated  in  some  way. 

3.  Use  in  Class  or  Meeting.  Hang 
the  outline  map  in  a  conspicuous  place  be- 
fore the  class.  There  are  no  names  on  it. 
First,  each  place  must  be  named.  Let  the 
children  write  in  the  names  before  the  class. 

Let  them  place  the  gummed  stars  on  the 
mission  stations.  They  do  not  know  the 
names  of  the  great  missionary  centers.  This 
is  your  opportunity.  Then,  by  letting  them 
print  in  the  names  before  the  class,  associate 
with  the  places  the  names  of  the  mission- 
aries. Multiply  this  work  according  to  the 
class  and  ability  of  the  members. 

Trace  journeys  in  the  same  manner,  ask- 
ing for  a  description  of  cities  and  towns  as 
you  pass  through  them. 

Additional  Maps.  By  all  means,  have 
on  hand  a  Missionary  Map  of  the  World, 


Map  and  Blackboard  Work       167 

such  as  can  be  obtained  from  any  Missionary 
Board.  Also  maps  of  your  own  denomina- 
tional work. 

5.  Have  the  blackboard  ready  for  use  at 
J'l  times.  The  statistics  given  in  the  text- 
book, especially  those  concerning  the  area 
and  population  of  each  country,  lend  them- 
selves to  all  sorts  of  combinations  and  com- 
parisons to  teach  missionary  lessons.  By 
adding,  subtracting,  multiplying,  and  di- 
viding, compare  the  different  countries. 
How  many  people  to  each  square  mile? 
How  many  people  to  each  missionary?  How 
many  square  miles  (on  the  average)  does 
each  missionary  travel?  etc.  Finally,  draw 
your  lesson  of  the  great  need.  The  child 
mind  will  be  impressed. 


THE  MONTHLY  MISSIONARY 
MEETING. 

Many  Junior  Societies  will  find  it  im- 
practicable to  conduct  a  Mission  Study 
cluss  apart  from  the  regular  meetings  of 
the  Chapter.  Let  it  be  understood  that  the 
best  work  can  be  done  by  a  class  meeting 
on  a  week-day  night  for  nine  or  ten  weeks 
until  the  book  is  completed.  When  this  is 
not  possible,  then  use  the  text-book  as  a 
basis  of  the  monthly  missionary  meeting. 
The  following  program  for  such  a  meeting 
may  be  suggestive : 

1.  Singing.  Use  bright  songs  and  great 
missionary  hymns.  There  are  other  great 
hymns  besides  "  The  Morning  Light  is 
Breaking "  and  "  From  Greenland's  Icy 
Mountains." 

2.  Prayer.  By  the  members  of  the  class. 
Write  on  the  blackboard  the  objects  for 
which  special  definite  prayer  is  needed. 

168 


Missionary  Meeting.  169 

3.  Scripture  Lesson.  Read  in  concert, 
alternating,  or  given  from  memory. 

4.  The  reading  of  the  Narrative.  Have 
different  members  of  the  class  read  aloud 
the  story.  Stop  the  person  reading  at  any 
time  and  call  on  another.  Use  vaiious 
methods  to  hold  strict  attention. 

5.  The  Questions  on  the  Lesson. 

6.  The  Search  Questions  and  Themes. 
Assign  these,  so  as  to  give  ample  time  for 
preparation. 

?.  Map  Work. 

8.  Special  Blackboard  Work. 

9.  Additional  Exercises,  as  provided  for 
in  "  Suggestions  for  Class  Use  and  the  Mis- 
sionary Meeting." 

10.  Special  Prayer  and  Closing  Exercises. 


BOOKS    FOR  REFERENCE  AND   SUP- 
PLEMENTARY READING. 

The  following  is  a  list  of  carefully- 
selected  books  on  subjects  concerning  the 
missions  of  the  various  countries  treated 
in  this  text-book.  The  list  does  -not  pre- 
tend to  be  exhaustive,  but  only  suggestive. 
It  is  also  intended  to  be  a  practical  list. 
Most  of  the  books  are  available  in  the 
public  school,  the  Sunday  -  school,  the 
Young  People's  Society,  or  the  pastor's 
library  of  every  town  and  Church.  The 
books  are  numbered  in  order,  and  are  re- 
ferred to  occasionally  by  number.  For  in- 
stance, No.  11  refers  to  book  number  eleven 
in  the  list.  Any  of  the  books  may  be  ob- 
tained from  your  denominational  publish- 
ing-house for  the  prices  mentioned.  The 
Conquest  Missionary  Library,  the  Mission- 
ary Campaign  Libraries,  and  the  Forward 
Mission  Study  Reference  Libraries  are  sold 
170 


Books  for  Reference.  171 

Li  sets  only.  All  prices  are  post-paid  ex- 
cept where  indicated  as  net.  To  net  prices 
add  10  per  cent  to  cover  postage  or  express 
charges. 

CHINA. 

1.  The  Chinaman  as  We  See  Him.    By  Ira 

M.  Condit.     (M.  C.  L.  No.  II),    .    .    .    $150 

2.  Chinese  Heroes.  By  Dr.  Isaac  T.  Head- 

land.    (M.  C.  L.  No.  II),  (F.  M.  S.  R. 

L.  No.  I).    Net, 1  00 

3.  China's  Only  Hope.    (C.  M.  L.),  ...  75 

4.  Dawn  on  the  Hills  of  T'ang.  By  Harlan 

P.  Beach.     Cloth,  net, 50 

Paper,  net, 35 

5.  Princely  Men  in  the   Heavenly  King- 

dom.    By  Harlan  P.  Beach.     (F.  M. 

S.  C.)     Cloth,  net, 50 

Paper,  net, 35 

6.  The  Chinese  Boy  and  Girl.     By  Isaac 

T.  Headland.     Net, 1  00 

7.  Chinese  Characteristics.     By  Dr.   Ar- 

thur H.  Smith, 2  00 

8.  Village  Life  in  China.     By  Dr.  Arthur 

H.  Smith 2  00 

9.  China  and  the  Chinese.     By  Dr.  John 

L.  Nevius, 75 

10.  The  Chinese  Slave  Girl.  The  Story  of 
a  Woman's  Life  in  China.  By  Rev. 
J.  A.  Davis.     (M.  C.  L.  No.  I),    .    .   .         75 


172     Child  Life  in  Mission  Lands. 

11.  James  Gilmour  of  Mongolia.    By  Rich- 

ard Lovett,  M.  A.   (M.  0.  L.  No.  I), 

(F.  M.  S.  R.  L.  No.  I), $1  75 

12.  Chinese  Mother   Goose   Rhymes.    By 

Isaac  T.  Headland, 1  25 

13.  James  Gilmour  and  His  Boys.  By  Rich- 

ard Lovett,  M.  A., 1  25 

14.  Hu  Yong  Mi:  An  Autobiography.   (M. 

C.  L.  No.  I), 1  00 

15.  China   and   the    Boxers.      By    M.    E. 

Beals.     Cloth,  net, 50 

Paper,  net, 30 

16.  The  Siege  of   Peking.     By  W.   A.  D. 

Martin,      1  00 

17.  The  Life  of  John  Kenneth  McKenzie. 

By  Mrs.  Mary  F.  Bryson.  (M.  C.  L. 
No.  I),  (F.  M.  S.  R.  L.  No.  I),    .  .   .      1  50 
±8.  Among  the  Mongols.     By  James  Gil- 
mour,     


1  25 


MEXICO  AND  SOUTH  AMERICA. 


19.  A  Mexican  Ranch.     By  Mrs.  Jane  P. 

Duggan.  (M.  C.  L.  No.  I), 1  25 

20.  Ninito.     By  Annie  M.  Barnes,  ....         90 

21.  Protestant  Missions  in  South  America. 

By  Harlan  P.  Beach  and  others.  (M. 

C.  L.  No.  II).     Cloth,  net, 50 

Paper,  net, 35 

22.  Izilda:    A  Story  of  Brazil,  By  Annie 

M.  Barnes 1  00 


Books  for  Reference.  178 

23.  Latin  America.  By  Hubert  W.  Brown, 

M.  A.   (M.  C.  L.  No.  I).    Net,  ....    $1  20 

24.  Sketches    of   Mexico.     By   John   But- 

ler, D.  D., 1  00 

AFRICA. 

25.  The  Price  of  Africa.     By  S.  Earl  Tay- 

lor.   (F.  M.  S.  C.)     Paper, 35 

Cloth, 50 

26.  A  Lone  Woman  in  Africa.     By  Agnes 

McAllister.  (M.C.L.  No.  II),  .    ...      100 

27.  In  Afric's  Forest  and  Jungles.    ByR.H. 

Stone.     (C.  M.L.), 1  00 

28.  Sketches  from  the  Dark  Continent.   By 

Hotchkiss, 1  00 

29.  Mackay  of  Uganda.  By  his  Sister.   (M. 

C.  L.  No.  I), 1  50 

30.  The  Personal   Life  of   David    Living- 

stone.    By  W.  Garden  Blaikie,  D.  D. 

(M.  C.  L.  No.  I) 1  50 

31.  David  Livingstone.    By  Arthur  Monte- 

fiore, 75 

32.  Pilkington  of  Uganda.     By  Chas.  F. 

Harford-Battersby.  (M.  C.  L.  No.  II),     1  50 

33.  Samuel  Crowther:  The  Slave  Boy  who 

became    Bishop   of    the   Niger.      By 
Jesse  Page, 75 

34.  "  A  Life  for  Africa."    The  Biography 

of  Rev.  A.  C.  Good.    By  Parsons,  .   .      1  25 


174     Child  Life  in  Mission  Lands. 

INDIA. 

35.  Wrongs  of  Indian   Womanhood.     By 

Mrs.  M.  B.  Fuller.    (C.  M.  L.),  .    .    .    $1  25 

36.  Mary  Reed,  the  Missionary  to  the  Lep- 

ers of  India.     By  John  Jackson.     (0. 

M.  L.), 75 

37.  Lux  Christi.     By  Caroline  A.  Mason. 

Cloth,  net, 50 

•  Paper,  net, 35 

38.  The  Bishop's  Conversion.    By  Ellen  B. 

Maxwell.     (M,  C.  L.  No.  II),  ....      1  50 

39.  The  Cobra's  Den.    By  Jacob  Chamber- 

lain.    (M.  C.  L.  No.  II), 1  00 

40.  Among  India's  Students.     By  Robert 

Wilder, 30 

41.  Adventures  in  Tibet.     By  William  Ca- 

rey.    (M.  C.  L.  No.  I),  net, 1  50 

42.  Light  in  the  East.    By  Bishop  Thoburn 

and  Bishop  Warne.     (M.  C  L.  No.  I), 

Cloth, 50 

Paper, 25 

43.  Across  India  at  the  Dawn  of  the  Twen- 

tieth Century.     By  Lucy  E.  Guiness,     1  50 

EUROPE. 

44.  Romanism  in  its  Home.    By  John  H. 

Eager, 1  00 

45.  Spain  and  Her  People.     By  Jeremiah 

Zimmerman, net, 2  00 


Books  for  Reference.  175 

46.  Italy   and    the   Italians.      By  George 

Boardman  Taylor, $2  00 

47.  The  Cripple  of  Nuremberg.    By  Felicia 

B.  Clark, 1  25 

KOEEA. 

48.  Every-Day  Life  in  Korea.    ByD.  L.  Gif- 

ford  (M.  C.  L.  No.  II), 1  25 

49.  Korean  Sketches.     By  James  Gale  (C. 

M.  L.), 1  00 

50.  Tatong,  the  Little   Slave.     A  Korean 

story  for  Girls.     By  A.  M.  Barnes,  .      1  25 

JAPAN. 

51.  Japanese  Girls  and  Women.     By  Miss 

A.  M.  Bacon, 75 

52.  Verbeck  of   Japan.     By  W.  E.  Griffis 

(M.  C.L.  No.  II), 1  50 

53.  The  Gist  of  Japan.     By  R.  B.  Perry 

(CM.  L.), 1  25 

54.  Honda,  the  Samurai.     By  W.  I.  Griffis,     1  50 

55.  Fairy  Tales  from  Far  Japan.    By  Susan 

Ballard, 75 

56.  Wee  Ones  of  Japan.    By  Mae  St.  John 

Barnhall, 1  00 

57.  Japanese  Jingles.    By  M.  St.  J.  Barn- 

hall,   1  50 

GENERAL  DESCRIPTION  BOOKS. 

58.  Geography   and   Atlas    of    Protestant 

Missions.     By   Harlan    P.   Beach.     2 
vols.     Net, 4  00 


176      Child  Life  in  Mission  Lands. 

59.  Foreign    Missions   of    the    Protestant 

Churches.     By  S.  L.  Baldwin,     ...    $1  00 

60.  Into    All    the    World.     By    Amos   R. 

Wells.     (F.  M.  S.  C.)     Cloth,  net,    .         50 
Paper,  net,  .         35 

61.  Two  Thousand  Years  of  Missions  Be- 

fore Carey.     By  Lemuel  C.  Barnes. 

(M.  C.  L.  No.  I.)    Net, 1  50 

62.  Nineteen  Centuries  of   Missions.     By 

Mrs.  Wm.  W.  Scudder, 50 

63.  Opportunities  in  the  Path  of  the  Great 

Physician.    By  Valeria  Penrose.    (M. 

C.  L.  No.  II.)     Net, 1  00 

64.  World-Wide  Evangelization.    The  re- 

port of  the  Student  Volunteer  Con- 
vention Held  in  Toronto  in  1902. 
Net, 1  50 

65.  The  Open  Door.     Report  of  the  First 

General  Missionary  Convention  of  the 
Methodist  Episcopal  Church,  held 
in  Cleveland,  1902.     Net, 50 

66.  The  Evangelization  of   the    World  in 

this  Generation.     By  John  R.  Mott. 

Cloth,  net, 1  00 

Paper, 35 

67.  A    Junior's    Experience     in     Mission 

Lands.    By  Mrs.  B.  B.  Comegys,  Jr.,     1  00 


Books  for  Reference.  177 

GENERAL  BIOGRAPHICAL  BOOKS. 

68.  Picket    Line  of  Missions.     By  W.  F. 

McDowell,  D.  D.,and  others.     (M.  C. 

L.  No.  II.)     Cloth, $0  90 

Paper, 35 

69.  Eminent  Missionary  Women.    By  Mrs. 

J.  T.  Gracey.     (M.  C.  L.  No.  II),  .    .  85 

70.  William  Butler,  Founder  of  Two  Mis- 

sions.    By  His  Daughter,  Clementina 
Butler.     (M.  C.  L.  No.  II), 100 

71.  Great  Missionaries  of  the  Church.    By 

C.  C.  Creegan, 1  50 

72.  Modern  Heroes  of  the  Mission  Field. 

By  AVilliam  P.  Walsh, 1  00 

73.  Isabella  Thoburn.     By  Her   Brother, 

Bishop  Thoburn, 1  25 

74.  The   New  Acts  of   the   Apostles ;    or, 

The    Marvels   of    Modern    Missions. 

By  Arthur  T.  Pierson,  D.  D.,  .   .    .    .      1  50 

(The  explanation  of  abbreviations  used  above 
is  as  follows:  F.  M.  S.  C,  Forward  Mission 
Study  Courses;  C.  M.  L.,  Conquest  Missionary 
Library;  M.  C.  L.,  Missionary  Campaign  Li- 
brary; F.  M.  S.  R.  L.,  Forward  Mission  Study 
Reference  Library.) 


MISSIONARY  BOARDS  OF  AMERICA.- 

For  the  benefit  of  Junior  workers  of  vari- 
ous denominations  we  publish  herewith  a 
list  of  the  names  and  addresses  of  the  most 
important  Mission  Boards  of  America.  The 
leader  of  each  Junior  Mission  Study  class 
should  correspond  at  once  with  his  own 
denominational  Missionary  Board.  The 
Boards  are  always  willing  to  send  sample 
Leaflets,  reports,  periodicals,  catalogues  oi 
pamphlets,  books,  maps,  and  charts.  These 
are  absolutely  essential  to  the  real  success  of 
any  Mission  Study  class.  The  Woman's 
Boards  especially  have  excellent  helps  and 
accessories  to  study  class  work  among  chil- 
dren. These  helps  include  songs,  recita- 
tions, giving  devices,  missionary  exercises, 
and  papers.  Send  stamps  for  samples,  and 
be  willing  to  pay  for  bright  up-to-date  mis- 
sionary literature. 

American  Baptist  Missionary  Union,  Tremont 
Temple,  Boston,  Mass. 

American  Board  of  Commissioners  for  For- 
eign Missions,  Congregational  House,  14  Beacon 
Street,  Boston,  Mass. 

178 


Missionary  Boards.  179 

Board  of  Foreign  Missions  of  the  General 
Synod  of  the  Evangelical  Lutheran  Church  in 
the  United  States,  1005  W.  Lanvale  Street,  Bal- 
timore, Md. 

Board  of  Missions  of  the  Methodist  Episcopal 
Church,  South,  Nashville,  Tenn. 

Board  of  Foreign  Missions  of  the  General 
Synod  of  the  Reformed  Presbyterian  Church  of 
North  America,  2102  Spring  Garden  Street,  Phil- 
adelphia, Pa. 

Board  of  Foreign  Missions  of  the  Presbyterian 
Church,  156  Fifth  Avenue,  New  York. 

Board  of  Foreign  Missions  of  the  United 
Presbyterian  Church,  1425  Christian  Street, 
Philadelphia,  Pa. 

Board  of  Foreign  Missions  of  the  Reformed 
Church,  25  E.  22d  Street,  New  York  City. 

Foreign  Mission  Board  of  the  Southern  Baptist 
Convention,  1103  Main  Street,  Richmond,  Va. 

Foreign  Mission  Board  of  the  National  Baptist 
Convention,  547  Third  Street,  Louisville,  Ky. 

Cumberland  Presbyterian  Board  of  Missions, 
Holland  Building,  St.  Louis,  Mo. 

Domestic  and  Foreign  Missionary  Society  of 
the  Protestant  Episcopal  Church  in  the  United 
States  of  America,  Fourth  Avenue  and  23d 
Street,  New  York. 

Foreign  Christian  Missionary  Society,  Cincin* 
nati,  Ohio. 


180      Child  Life  in  Mission  Lands. 

Home,  Frontier,  and  Foreign  Missionary  So- 
ciety of  the  United  Brethren  in  Christ,  Dayton, 
Ohio. 

Missionary  Department  of  the  Methodist 
Church,  Canada,  Wesley  Buildings,  Toronto. 

Missionary  Society  of  the  Methodist  Episcopal 
Church,  150  Fifth  Avenue,  New  York  City. 

Mission  Board  of  the  Christian  Church,  Day- 
ton, Ohio. 

Student  Volunteer  Movement,  3  W.  29th 
Street,  New  York  City. 


Date  Due 

f  82  '45 

• 

f 

Princeton  Theoja 


ica»  U^JfififiF 


■TO   01187   7992 


